Various Variables

Learning Finnish can significantly enhance the study experience and job opportunities for international students and employees at Metropolia UAS. Many international students choose not to stay in Finland after graduation. Research shows that limited Finnish language skills can hinder their sense of inclusion, affecting workplace well-being, integration, and long-term residency (1). Learning Finnish is crucial for those wishing to stay in Finland. Proficiency in Finnish positively impacts students’ inclusion, well-being, and adaptability (2). In light of these findings, Metropolia has developed language guidelines emphasizing early Finnish language training in degree programmes (3). Even basic Finnish knowledge can be beneficial in daily life and leisure activities. International students often face difficulties securing internships or jobs in Finland. Even in English-speaking environments, situations requiring Finnish can arise, leading to feelings of shame and inferiority. The goal of the language guidelines is not to create a monolingual (Finnish or English) environment but to foster a multilingual Metropolia that embraces evolving language skills: Finnish-speaking students are encouraged to use and practice English more frequently, while international students are supported in learning Finnish alongside their other studies — not just in Finnish language courses, but throughout all their studies. A multilingual Metropolia: a place where everyone feels at home Language-aware thinking takes a respectful and approving attitude towards different languages and forms of language (4). At Metropolia, we encourage lecturers of degree programmes to incorporate multiple languages into their teaching, allowing international students to hear simple, frequently occurring Finnish expressions and routine phrases as part of their teaching in English (e.g., huomenta kaikille, nyt pidetään tauko, haetaan vähän kahvia) and to become familiar with key course concepts in Finnish — and in other languages that exist in the group — as well. When the group translates important concepts into different languages based on the group's linguistic backgrounds, it often reveals various aspects and nuances of the concept and thus deepens the learning experience. For instance, various aspects of ”early childhood education” are illuminated for the students when they collaboratively reflect on the meanings and connotations of the term "education" in different languages, e.g. kasvatus, education, utbildning, educazione, onderwijs. It is also important for international students to have opportunities to participate in language-supported internships and to engage with Finnish workplaces early in their language studies. This experience, supported by an internship pair and a language mentor, would greatly enhance their language acquisition. If there are Finnish speakers within an English-speaking study group, it would be beneficial for them to take an active interest in the Finnish language learning of international students. By doing so, they could provide opportunities for these students to practice Finnish in everyday communication during lunch or coffee breaks. Is it necessary to learn Finnish when everyone in Finland speaks English? If the entire Metropolia community exclusively communicates in English with the language learner from the beginning, there is a risk that the institution itself may inadvertently limit the learner's opportunity to acquire Finnish through authentic interactions (5). By incorporating Finnish into safe, informal interactions, in addition to formal language courses, it becomes easier to gradually extend language use to internships and other professional settings. This approach allows the learner's language skills to develop first in informal, low-stakes situations.Many international professionals who have lived and worked in Finland for an extended period have emphasized that learning Finnish was the key to accessing Finnish culture and achieving true integration. Even when work is conducted smoothly in English, managing everyday life can be significantly more challenging without Finnish language proficiency (6). Many international employees have emphasized that learning Finnish was the key to accessing Finnish culture and achieving true integration. Metropolia plays a pivotal role in supporting language learning The language guidelines highlight the crucial involvement of the higher education community in language learning process. A key aspect of developing language skills is Metropolia's provision of a safe and supportive environment for learners to use and practice Finnish. This is especially significant for students who are proficient in English, as they often face challenges in receiving support for learning Finnish: Finnish speakers tend to switch into English when they recognize that their interlocutor is a fluent English speaker or a language learner. It is essential to provide international students and staff with ample opportunities to practice the language, and they must also seize these opportunities (7).  Successful language learners typically exhibit the following traits: a desire to learn, a positive attitude towards the learning process, and the courage to make and learn from mistakes — language is most effectively acquired through active use. Language is most effectively acquired through active use To facilitate language learning outside the language courses, it is essential that the surrounding community provides opportunities for learners to engage in meaningful interactions in the target language. A significant obstacle to language acquisition, particularly in bachelor programmes, is the absence of meaningful interactional opportunities in Finnish. Also, an ideology that downplays the value of Finnish language often isolates international students in an English-speaking environment, hindering their Finnish language development (8). Making student's language skills and goals visible The language guidelines emphasize the importance of the Language PSP (Personal Study Plan), which is completed collaboratively by the student and their tutor or supervisor (9). This plan outlines the language aspirations and expectations of international students and brings to light the various factors that influence language learning. Finnish, while often regarded as challenging, is not inherently more difficult than many other languages. The primary challenge in acquiring Finnish appears to be the difficulty foreigners face in actively using the language, even within Finland. The language courses, interaction opportunities, and support provided by higher education institutions alone are insufficient to ensure successful language acquisition. Learners themselves must engage with these opportunities, enroll in as many Finnish language courses as possible, and begin using Finnish, even if their proficiency is limited to a few phrases. It is also essential to dispel the myth of perfect language proficiency. None of us achieves perfection in any language; effective communication can occur even with an accent or minor errors. The essential goal is to be understood and to effectively convey one's message. A language-aware Metropolia recognizes the crucial role of language skills in students' integration into Finland and their employment prospects. It is also important to understand that multiple languages can be utilized depending on the context. For instance, courses may be conducted bilingually, and it would be beneficial if, in group assignments, students had the option to submit their work in Finnish, English, or a combination of both. A language-aware Metropolia acknowledges the value of diverse language skills and accepts that English and Finnish may be spoken with various accents and in different ways. Interaction with language learners may require Finnish speakers to slow down their speech and use gestures to facilitate understanding. Although this approach demands some adaptability from Finnish speakers, achieving mutual comprehension in Finnish can be greatly empowering for the language learner. International student, embrace the opportunity to learn Finnish and enhance your life in Finland! Three key considerations for international students learning Finnish:1. Proficiency in Finnish is crucial for securing employment and fully enjoying life in Finland.2. Begin speaking Finnish as early as possible, even if only using basic phrases. Start with routine greetings and simple inquiries to practice listening and speaking. Gradually incorporate more Finnish into your conversations as your skills improve.3. Enroll in as many Finnish language courses as possible and seek out internship opportunities where Finnish is the primary language. Actively request language support and mentors. Although learning Finnish requires considerable effort, it is a worthwhile investment that will yield significant benefits.Metropolia language guidelines in nutshell.More tips and ideas for planning and implementing multilingual situations and learning language in different kind of situations will soon be published on the Metropolia intranet. Stay tuned! Author Eveliina Korpela works as a senior lecturer at Metropolia UAS and as a researcher at the University of Helsinki in a project Multilingual Worklife and Means of Participation. She is currently developing multilingual practices and language learning at work also in Kielibuusti-project. She has co-published numerous Finnish language textbooks and, along with her research team, authored a Guide for a Multilingual Workplace (Monikielisen työyhteisön opas, Alma Talent, 2023). Sources Nikulin, M. 2019. Akateemisen maahanmuuttajan suomen kielen taidon tarve työssä ja arjessa. Lähivõrdlusi. Lähivertailuja, 29, 171–203. http://dx.doi.org/10.5128/LV29.06 Cf. Stilling, E. 2022. Med språket som strategiskt verktyg. Guide till ett språkutvecklande arbetssätt för chefer, HR-personal och beslutsfattare. Tukholma: Föreningen Vård- och omsorgscollege. https://vofront-files.vo-college.se/vofront_files/218c4845-cc38-4a38-84c0-8e88da116abe.p Language guidelines in nutshell. https://www.metropolia.fi/en/about-us/language-guidelines Kielibuusti-hankkeen sivut. (2024) https://www.kielibuusti.fi/en/employers/multilingual-workplace/steps-toward-language-awareness-in-the-workplace Cf. Lønsmann, D. 2015. Language ideologies in a Danish company with English as a corporate language: ‘it has to be English’. Journal of Multilingual and Multicultural Development, 36 (4), 339–356. Lehtimaja, I., Korpela, E., Komppa, J., Kotilainen, L. & Kurhila, S. 2023. Monikielisen työyhteisön opas. Helsinki: Alma Talent. Kirilova, M., & Lønsmann, D. 2020. Dansk – nøglen til arbejde? Ideologier om sprogbrug og sproglæring i to arbejdskontekster i Danmark. Nordand – Nordisk tidsskrift for andrespråksforskning , 15 (1), 37–57. https://doi.org/10.18261/issn.2535-3381-2020-01-03 Intke-Hernandez, M. 2021. Kielenoppija tarvitsee tuekseen kielitietoisuutta ja yhteisiä tekoja. Kieli, koulutus ja yhteiskunta, 12 (6). https://www.kieliverkosto.fi/fi/journals/kieli-koulutus-ja-yhteiskunta-joulukuu-2021/kielenoppija-tarvitsee-tuekseen-kielitietoisuutta-ja-yhteisia-tekoja Kielibuusti-hankkeen sivut. Kieli-HOPS. Language PSP. https://www.kielibuusti.fi/en/learn-swedish/language-learning-tips-and-resources/plan-your-language-learning-with-language-psp