What’s changing? – (Foreign) Language Learning in Finnish CoreCurriculum for Basic Education

One of the basic principles of the Finnish core curriculum for basic education (FCC) is the idea that every teacher is a language teacher. This refers not only to the multiple languages and mother tongues that co-exist in a multicultural school, but also to the fact that each subject has its own language (discourse), terms and even signs (like math or coding).

We acknowledge that “the limits of our language are the limits of our world” (Wittgenstein) and thus the limits of our language are the limits of our learning as well. So, one critical way to improve learning, is to raise language awareness and start considering language as the means of and prerequisite for thinking and learning.

Languages are inherently linked to the learning of most of the transversal (21st century) skills defined in the FCC. One can’t think a way to enhance

FCC tree

 intercultural competence or communication and interaction skills without developing and applying language skills. Same goes with developing multi-literacy (reading, writing, understanding and creating multimedia) and ICT skills.

Building on strengths is one of the key principles of FCC. Thus, learning languages should also be built on individual strengths and be a process of empowerment, full of joy and creativity. According to FCC language teachers are obliged to apply diverse student-centered learning methods that build capacities to join (global) networks and work together with people around the world for sustainable future.

In future language learning will more and more take place in authentic environments and make use of authentic learning materials closely linked with students’ own interests, partly created by students themselves. Learning will focus on real life problems and real world phenomena and it’ll be inquiry-, project- or problem-based. Language learning will be one part of cross-curricular multi-disciplinary learning projects designed together with students and teachers.

In using diverse learning methods the focus is on pair and team work which naturally enhance communication and collaboration skills. Learning methods that make you move around and use your body (like drama, playing, singing, exploring…) are applied as well as the use of diverse communication methods and channels and, of course, information and communication technology, even students’ own device (BYOD).

Students are encouraged and guided to set their own learning goals and take responsibility of their own learning, become the owners of their own learning. At the end of basic education they’ll be self-confident and self-regulated learners who can cope and thrive in the unpredictable future.

The focus of assessment is changed from what has been learned to learning (process) itself. Assessment reflects the changes in learning methods. It develops from teacher-centered to student-centered practices (self- and peer assessment), from pointing out failures and weaknesses to focus on strengths, from standard to individual, from one-way to dialogue.

Ultimately, it’s our objective to help the students find their own voice to speak in many languages, be heard and be respected, stand-up with their feet firmly on the ground and with their heads in the clouds.

The new curricula – from text to classroom practice

Teacher training workshop

The new Finnish curricula came into effect at the beginning of August. It’s been a three year process including endless discussions, commenting rounds, writing regional and local contents, teacher training and coordination of the local process. However, at the moment, I only see half of the process accomplished.

550 pages of the national core curriculum + additional 300 pages of regional and local content is not an easy task for any teacher to read, think through, comprehend and put into practice. Only the volume of it is overpowering. And when each sentence is loaded with multi-layered meanings, it becomes a mission impossible. For the ordinary teacher the natural solution is to go on as nothing had changed and hope that nobody will notice. The final source of confidence are the text books. To rigorously follow text books equals following the curriculum, or does it?

One of the basic changes in the new school culture (defined in the core curriculum) is to strengthen students’ engagement in and ownership of their own learning. In practice this means more individual learning paths instead of the old way of everybody trying to learn the same content the same way and at the same pace. Students search, produce and present texts, photos and videos that they find interesting and valuable. They become conscious of their strengths and thus build their confidence. The ultimate goal being a self-sufficient and self-regulated learner, who can set realistic goals for her/his learning, works responsibly towards them and is willing to take on challenges. I’m afraid text books or exercise books or rigorous anything are really not a way to go.

Students creating "dream school"

In the new curricula the emphasis is not in the “what” but in the “how”. If learning skills, achieving competencies and learning to learn are the main objectives of learning processes or activities, student-centered learning methods are admittedly superior in efficiency. This often requires cross-curricular and real life approach. So, instead of dividing the learning content into 45 minutes long subject based units in which things are learned separately (and chronologically), real world problems or phenomena are studied in their natural environment from many different perspectives. This way, many skills and contents are learned simultaneously and in such context that is natural and comprehensible to the students.

As for the students, even the very young, teacher has to trust and appreciate their creative abilities and own way of seeing things and help them to recognize and use their talents and strengths.

To put the 800 pages of curriculum into a nutshell:

• from what to how
• from performance to interaction, team work, and collaboration
• from assimilation of knowledge to critical analysis of, constructing and presenting knowledge
• from text books to authentic materials and problems and phenomena in real life context
• from isolation and alienation to engagement, active citizenship, global networks and connectedness
• from tests, (sticks and carrots) to continuous feedback, self-assessment, learning to learn, self-regulation

For the majority of teachers this means a giant step outside their comfort zone and a leap to unknown. It won’t happen without the unconditional support of the head teacher and the cooperation of the whole school community. And, fortunately, in black and white in the core curriculum, we are all, both teachers and students, given the right to make mistakes and learn from them. Experimenting and failing are inherent parts of a learning process.

Salute!