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Taina Saarinen, Sari Pöyhönen & Tarja Nikula Centre for Applied Language Studies

The language situation in Finnish higher education – from a nationalist project towards answering multilingual demands. Taina Saarinen, Sari Pöyhönen & Tarja Nikula Centre for Applied Language Studies University of Jyväskylä. Purpose of presentation.

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Taina Saarinen, Sari Pöyhönen & Tarja Nikula Centre for Applied Language Studies

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  1. The language situation in Finnish higher education – from a nationalist project towards answering multilingual demands Taina Saarinen, Sari Pöyhönen & Tarja Nikula Centre for Applied Language Studies University of Jyväskylä

  2. Purpose of presentation • Multilingualism and internationalization as HE policy goals • How universities and polytechnics respond to the demands for multilingualism and internationalization. Data: • The draft internationalization strategy for HE • The Finnish International Study Programme Database & cases from the universities’ and UASs’ International BA and MA programmes • (in the future: language strategies of universities)

  3. Language (education) policy of Finnish higher education • The language of tuition at universities is mostly Finnish, with the exception of two Swedish speaking and five bilingual (Finnish - Swedish) institutions • The UAS (polytechnic) sector has a similar situation • =>language of tuition a language policy solution and nation state solution; result of a historical development

  4. (Draft) strategy for Internationalization of Finnish HE The goals presented in the strategy: • Improving international study programmes (especially language skills of the teaching staff) • Teaching national languages for foreign students and staff • Strengthened position of English presented both as self-evident and as problem (but a problem for national languages, not for the versatility of national language reserves) • Immigrants mentioned separately (as an underused but also problematic resource)

  5. (Draft) strategy for Internationalization of Finnish HE • ”Finnish HE and universities have internationalized” • Air of self-evidence; increase in ”foreign language” tuition mentioned • ”But compared to our competitors, the low level of internationalization is still one of our weaknesses”. • Not enough attention has been paid to teaching the national languages and culture for foreign students and staff => internationalization = incoming (international) students & staff • ”Why should we become internationalized?” • ”International study and work improve language skills and improve labour market status, and improve mutual understanding between cultures and societies” => outgoing (Finnish) students and staff

  6. Immigrants – an ambivalent resource Immigrants are needed A) to fulfil the requirements of the working life in the globalised market Actions: • Promoting work-related immigration • Educating immigrants already in Finland

  7. Immigrants – an ambivalent resource B) to understand and respect multiculturalism ie. ’difference’ of people Actions: • Developing immigrants’ skills in Finnish and Swedish • Removing linguistic and cultural obstacles in higher education • Developing primary and secondary education No mentions of developing immigrants’ L1 skills • National language reserve only maintained by native Finns? • Possibilities for lifelong learning, to develop into experts?

  8. Technology and natural sciences English 134 Swedish 0 Other 0 Total 134 Business, social sciences and law English 121 Swedish 2 Other 0 Total 123 Art, culture, and interdisciplinary English 68 Swedish 0 Other 5 Total 73 Health and well-being English 38 Swedish 0 Other 0 Total 38 International BA/MA/PhD programmes in Finnish universities and polytechnics International = in English (361 out of 368)

  9. International programmes – for whom? (1) • Variation between programmes. Examples from MA programmes of University of Jyväskylä: • A) Finnish and international students • “the programme is designed for international and Finnish students” • “for both Finnish and international students” • “the programme is open to international as well as Finnish students

  10. International programmes – for whom? (2) • B) Mainly for international students: • “we are pleased to welcome international students” • “a global application process” • “the programme is open to applicants from all over the world” • “the programme recruits students worldwide”

  11. But what kinds of students perceived as ’international’? • Students from outside the borders of Finland rather than immigrants already in the country (cf. strategy for internationalization: “educating immigrants already in Finland is an urgent task in the process of internationalization”) • “ we have students from all over the world” • “International students should consult the instructions about visa and residence permit requirements” • “the global diversity of our students” • “16 students representing 13 nationalities” • “our Master’s Degree provides you with an experience of both the Finnish culture and of an international campus”

  12. Languages in international programmes? • Skills in English usually a prerequisite for studies rather than an aim of studies -“In order to carry out the studies successfully, the applicant should have good skills in both spoken and written English” • Languages seldom mentioned as a motivation in international programmes. When they are, what does it mean? • Examples: Laurea and Turku UAS Bachelor programmes:

  13. Languages in international programmes? • Laurea UAS: Business Management [DP] is delivered in English. The students learn professional competences in transnational and multi-domestic environment and with international dimension in the curriculum. • Turku UAS: Information Technology As the program is truly international, with students from different cultures and with different backgrounds, you will have a great opportunity to improve your interpersonal and interoperability skills. Furthermore, all courses are given in English so you will also improve your language skills.

  14. Why international study programmes? • Meeting the demands to internationalize in two ways: • offering degree studies for students who have no knowledge of Finnish or Swedish • But recruiting students from abroad rather than students with immigrant backgrounds from within Finland? • preparing Finnish students for increasingly international labour market • But only in English?

  15. Concluding remarks • Internationalization in Finnish HE • not a unified phenomenon • different aims: to attract foreign students but also to internationalize Finns (are these compatibe aims?) • the role of students with immigrant background ambivalent (special mentions in the strategy, invisibility in international programmes) • What about internationalization outside the international programmes?

  16. KIITOS! taina.saarinen@campus.jyu.fi sari.poyhonen@campus.jyu.fi tarja.nikula@campus.jyu.fi http://www.jyu.fi/solki/en

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