Lehtinen-Schnabel, J. (2022). Novel opportunities for intercultural music education: Integrating singing and a language-aware approach in Learn-Finnish-by-Singing choirs. Research Studies in Music Education. (OnlineFirst) 

This article explores a language-aware choir practice that draws on the direct social needs of adult choir participants with culturally and linguistically diverse backgrounds. The analysis sets the practitioner experiences, planning, and implementation of the choir practice against the theorisation of activity systems and the concepts of boundary object and boundary crossing. The theoretical exploration considers how a dual meaning choir practice 1) integrates musical and linguistic activity, 2) crosses boundaries between the disciplines of music and language education, and 3) justifies change in music educational thinking. The study suggests that a dual meaning choir practice expands the understanding of musical practice and the profession of music educator by dismantling the dichotomous view of musical versus non-musical ends of music or music education.

Keywords: intercultural, music education, choir, second language, activity theory, boundary crossing


Jusslin, S. (2022). Re-thinking inspiration as in-betweens in arts-integrated literacy practices. Linguistics and Education, 72, 101098

This article presents a re-thinking of the notion of inspiration through a non-representational approach to challenge the assumption of dance as a mere stimulus to and representation of texts and vice versa when integrating dance into literacy education. The article proposes an understanding of inspiration as intra-active and rhizomatic in-betweens producing new-ness and other-ness. This understanding can produce rich and diverse opportunities that value and cherish writing and dancing non-hierarchically in the literacy classroom; both have pedagogical value, without either acting as a servant of the other. 

Keywords: arts integration, dance, intra-action, non-representational, rhizome, literacy education, writing


Jusslin, S., Korpinen, K., Lilja, N., Martin, R., Lehtinen-Schnabel, J., & Anttila, E. (2022). Embodied learning and teaching approaches in language education: A mixed studies review. Educational Research Review, 37.

This mixed studies review aggregates and reviews empirical research, published from 1990 to 2020, using embodied learning approaches in language education. It encompasses 41 empirical studies with a majority published between 2019 and 2020, suggesting that the research area is growing rapidly. The results show that the studies align with two strands: (1) embodied learning through orchestrating embodied language learning and teaching, and (2) embodied learning in naturally occurring language learning interactions. The review proposes an understanding of embodied language learning that holds potentials to engage learners holistically, while simultaneously promoting language learning skills and adding emotional and motivational benefits to language learning.

Keywords: embodied learning; first language; second language; foreign language; language education


Korpinen, K., & Anttila, E. (2022). Strange encounters in times of distancing: Sustaining dialogue through integrating language and dance in primary education. Journal for Research in Arts and Sports Education, 6(3), 45–62.                                            

This article focuses on a project that integrated language and dance in a Finnish primary school during the COVID-19 pandemic. Through performative writing, the authors explore ways to sustain dialogue in times of distancing. The article weaves together experiences and observations of the teacher-researcher, the dance teacher, and two school teachers, and presents their reflections of embodied pedagogical practice in a transformed school reality. The study illuminates how integrating language and dance enabled supporting dialogue, even when distancing changed normal practices, by engaging participants in exploring new ways of communicating and co-existing in strange, more-than-human relations.

Keywords: embodied language learning; early language education; dance education; embodied research; performative writing


Siljamäki M. & Anttila E. 2022. Näkökulmia kulttuuriseen moninaisuuteen: kulttuurienvälisen osaamisen kehittyminen liikunnanopettajakoulutuksessa. Liikunta & Tiede 59(3), 99–106. 

Artikkeli perustuu tutkimukseen, jossa tarkasteltiin kulttuurienvälisen osaamisen kehittymistä liikunnanopettajakoulutuksessa. Tutkimus toteutettiin vuosina 2020–2021 yhdenvertaisuutta käsittelevien kurssien yhteydessä ja sen teoreettinen viitekehys paikantuu muun muassa kriittiseen monikulttuurisuuskasvatukseen. Jo kurssien alkaessa suurin osa opiskelijoista piti kulttuuriseen moninaisuuteen liittyviä teemoja ajankohtaisena. Heidän tietoisuutensa ilmiön monitahoisuudesta ja valmiutensa laajentaa liikunnanopettajan ammatillisia vastuita alkoi kuitenkin hahmottua kurssien edetessä. Merkityksellisiä pedagogisia lähestymistapoja kulttuurienvälisen osaamisen kehittymisessä olivat keskustelut, toiminnalliset harjoitukset sekä tunteiden käsittely osana oppimista. Tutkimus vahvistaa käsitystä toiminnallisen vuorovaikutuksen sekä kulttuurisesti monimuotoisten ryhmien kohtaamisen merkityksestä kaikessa opettajankoulutuksessa. 

Avainsanat: Kulttuurinen moninaisuus, yhdenvertaisuus, kulttuurienvälinen osaaminen, liikunnanopettajakoulutus, kriittinen monikulttuurisuuskasvatus, kehollinen oppiminen 


Siljamäki, M. & Anttila, E. 2021. Developing Future Physical Education Teachers' Intercultural Competence: The Potential of Intertwinement of Transformative, Embodied, and Critical Approaches.Frontiers in Sports and Active Living.  

This article focuses on learning processes related to intercultural competence of PE teacher trainees. The data was gathered in connection to courses on equality in physical education and sport in 2020–2021 at the University of Jyväskylä, Finland. Adopting an interpretive, yet critical approach, and supported by theories of transformative learning, embodied learning, and intercultural education, the authors explored students’ conceptions and learning experiences. They conclude that embodied, practical approaches where the student is fully engaged in the learning process, and where conceptual, reflective, emotional, and affective levels are connected, may be a key in developing teachers’ intercultural competence. The authors also recommend revising higher education curricula from the perspectives of intercultural competence and structural inequality.   

Keywords: equality, diversity, intercultural competence, physical education, teacher education, Finland, transformative learning, embodied language learning