Kääntä Leila, yliopistonlehtori / senior lecturer

Kääntä Leila, yliopistonlehtori / senior lecturer
englanti / English
Ag D321.1

Consultation hour: By appointment


I received my PhD in March 2010. For 7 years, I worked as a postdoctoral researcher in the English section in the Department of Languages. My postdoctoral research was funded by Varieng (2010-11), the Faculty of Humanities in JUY (2012-2014) and the Academy of Finland (2014-17). In 2006–2011, I was a member of the Jyväskylä team of Varieng, the CoE for the Study of Variation, Contacts and Change in English (funded by the Academy of Finland).



  • Introduction to Language Study (basic studies)
  • Academic Writing (basic studies)
  • Grammar in Use (intermediate studies)
  • Pedagogical Practices in Classroom Interaction (intermediate studies)
  • BA thesis seminar and BA thesis (intermediate studies)
  • Language and the Mind (advanced studies)
  • Language and Content Integration in Teaching (advanced studies, joint course)
  • Discourse Analysis (self-study, intermediate studies)
  • Analysis of Multimodality (self-study, intermediate studies)

In addition to teaching, I also supervise MA and PhD theses on the following areas: classroom interaction, teaching and learning languages, work place interaction, pragmatics, conversation analysis, discourse analysis, multimodality, and sociolinguistic surveys (e.g. on language attitudes).


Research topics / interests

  • knowledge construction in classroom and work place interaction, social epistemics
  • language learning and teaching in and through classroom interaction
  • the role of embodied and multimodal resources in social interaction
  • pragmatic aspects of language use


Finished research project: The construction of knowledge and competencies in classroom interaction

Postdoctoral research project, 1.9.2014 - 31.8.2017, funded by the Academy of Finland.

My postdoctoral research deals with how knowledge and different types of competencies are co-constructed by teachers and students in and through classroom interaction. In essence, I examine what kinds of epistemic positions, i.e. displays of knowledge, participants create and negotiate for themselves and for each other while accomplishing task-based classroom activities in CLIL lessons taught in English. The analysis centers on those interactional practices that explicitly manifest participants’ orientation to the asymmetries in their epistemic positions and access to learning objects, namely corrective practices and practices used in directive-response and instruction-response sequences.

The project is set out to answer the following questions: 1) what kinds of positions are negotiated in teacher-led instruction, on the one hand, and in peer group tasks, on the other, 2) how language and embodied, multimodal resources interact in their use, and 3) what students show they learn and how by accomplishing classroom tasks. An integrated approach that draws on the theoretical and methodological foundations of CA-SLA, conversation analysis and multimodal interaction analysis is applied to analyze the data, which comprises of naturally occurring, video recorded CLIL lessons.

The project offers new insights into learning in CLIL classroom interaction and about the interrelationship of language and content in CLIL lessons. It also helps theorize how learning can be traced to occur in classroom interaction and provides practical applications for the development of classroom activities in ways that foster students’ own negotiation of learning opportunities and objects.