Bartlett, L., & Vavrus, F. K.
(2017) Rethinking case study research: a comparative approach. Routledge.Google Scholar
Bergroth, M.
(2015) Kotimaisten kielten kielikylpy [Language immersion in the national languages]. Vaasan yliopisto. [URL]
(2016) Reforming the national core curriculum for bilingual education in Finland. Journal of Immersion and Content-Based Language Education, 4 (1), 86–107. DOI logoGoogle Scholar
Björklund, S., Mård-Miettinen, K., & Mäenpää, T.
(2012) Functional multilingual competence. Exploring the pedagogical potential within immersion. In M. Bendtsen, M. Björklund, L. Forsman, & K. Sjöholm. (Eds.), Global trends meet local needs (pp. 203–217). Åbo Akademi University.Google Scholar
Bonacina-Pugh, F.
(2012) Researching ‘practiced language policies’: Insights from con- versation analysis. Language Policy, 111, 213–234. DOI logoGoogle Scholar
Candelier, M.
(2017) “Awakening to languages” and educational language policy. In J. Cenoz, D. Gorter & S. May. (Eds.), Language awareness and multilingualism, encyclopedia of language and education (pp. 161–172). Springer. DOI logoGoogle Scholar
Council of Europe
(2001) Common European Framework of Reference for Language. Learning, teaching and assessment. [URL]
Cummins, J.
(2007) Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics, 10(2), 221–240. [URL]
European Commission
(2019) Council recommendation on a comprehensive approach to the teaching and learning of languages. [URL]. DOI logo
(2019) Integrating students from migrant backgrounds into schools in Europe: National policies and measures. Eurydice Report. Publications Office of the European Union. [URL]
Finnish Government
(2012) Decree on national objectives and distribution of teaching hours in basic education. [URL]
Genesee, F., & Lindholm-Leary, K.
(2013) Two case studies of content-based language education. Journal of Immersion and Content-Based Language Education, 1(1), 3–33. DOI logoGoogle Scholar
Gorter, D., & Cenoz, J.
(2017) Language education policy and multilingual assessment, Language and Education, 31(3), 231–248. DOI logoGoogle Scholar
Halinen, I., Harmanen, M., & Mattila, P.
(2015) Making sense of complexity of the world today: Why Finland is introducing multiliteracy in teaching and learning. In V. Bozsik. (Eds.), Improving literacy skills across learning. CIDREE Yearbook 2015 (pp. 136–153). HIERD.Google Scholar
Hardy, I., & Melville, W.
(2018) The activation of epistemological resources in epistemic communities: District educators’ professional learning as policy enactment. Teaching and Teacher Education, 711, 159–167. DOI logoGoogle Scholar
Hult, F. M.
(2015) Making policy connections across scales using nexus analysis. In F. M. Hult & D. Cassels Johnson. (Eds.), Research methods in language policy and planning. A practical guide (pp. 217–231). Wiley Blackwell. DOI logoGoogle Scholar
Johnson, D. C., & Johnson, E. J.
(2015) Power and agency in language policy appropriation. language policy, 141, 221–243. DOI logoGoogle Scholar
Johnson, D. C., & Pratt, K. L.
(2014) Educational language policy and planning. The encyclopedia of applied linguistics (2014, December 3). Wiley Online Library. DOI logoGoogle Scholar
Johnson, D. C., & Ricento, T.
(2013) Conceptual and theoretical perspectives in language planning and policy: Situating the ethnography of language policy. International Journal of the Sociology of Language 2013(219). 7–21. DOI logoGoogle Scholar
Levinson, B. A. U., Sutton, M., & Winstead, T.
(2009) Education policy as a practice of power: Theoretical tools, ethnographic methods, democratic options. Educational Policy, 23(6), 767–795. DOI logoGoogle Scholar
McMillan, B., & Turnbull, M.
(2009) Teachers’ use of the first language in French immersion: Revisiting a core principle. In M. Turnbull & J. Daily-O’Cain. (Eds.), First language use in second and foreign language learning (pp. 15–34). Multilingual Matters. DOI logoGoogle Scholar
Morton, T.
(2017) Reconceptualizing and describing teachers’ knowledge of language for content and language integrated learning (CLIL), International Journal of Bilingual Education and Bilingualism, 21(3), 275–286, DOI logoGoogle Scholar
Priestley, M., Minty, S., & Eager, M.
(2014) School-based curriculum development in Scotland: Curriculum policy and enactment. Pedagogy, Culture & Society, 22(2), 189–211, DOI logoGoogle Scholar
Schmidt, V. A.
(2015) Discursive institutionalism: Understanding Policy in Context. In F. Fischer, D. Torgerson, A. Durnová & M. Orsini. (Eds.), Handbook of Critical Policy Studies, (pp. 171–189). Edward Elgar Publishing. DOI logoGoogle Scholar
(2010) Taking ideas and discourse seriously: Explaining change through discursive institutionalism as the fourth ‘New Institutionalism’. European Political Science Review, 2(1), 1–25. DOI logoGoogle Scholar
Soini, T., Pietarinen, J., & Pyhältö, K.
(2017) Shared sense-making strategies in curriculum reform: District-level perspective. Improving Schools, 21(2), 111–126. DOI logoGoogle Scholar
Spolsky, B.
(2004) Language policy. Cambridge University Press.Google Scholar
Uljens, M.
(2018) Understanding educational leadership and curriculum reform – Beyond global economism and neo-conservative nationalism. Nordic Journal of Comparative and International Education (NJCIE), 2(2–3), 196–213. DOI logoGoogle Scholar
Uljens, M., & Rajakaltio, H.
(2017) National curriculum development as educational leadershop: A discursive and non-affirmative approach. In M. Uljens & R. M. Ylimäki. (Eds.), Bridging educational leadership, curriculum theory and didaktik. Non-affirmative theory of education (pp. 411–438). Springer. DOI logoGoogle Scholar
Wahlström, N., & Sundberg, D.
(2018) Discursive institutionalism: Towards a framework for analysing the relation between policy and curriculum, Journal of Education Policy, 33(1), 163–183. DOI logoGoogle Scholar
Wei, L.
(2018) Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30. DOI logoGoogle Scholar