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.

Authentic Learning and eTwinning

Authentic learning is, in many ways, inherent in eTwinning.

1. eTwinning and learning foreign languages

eTwinning projects and cooperation between schools, classes and individuals from different countries entail communication in foreign language. This happens even if the project theme is dealing with something completely different. Planning and working together, sharing ideas and experiences are at the core of eTwinning. At the same time your foreign language knowledge and communication skills develop significantly in an authentic learning environment, using foreign language to communicate with people who don't speak your mother language.

2. eTwinning supports project-based learning

Learning in eTwinning is almost always project-based. When learning together across borders, you learn to know each other, create confidence, share and, finally, collaborate. This forms a project structure that is based on shared goals and collaboration, student engagement and learner-centered learning, which are also core elements of authentic learning.

3. eTwinning is multidisciplinary and cross-curricular

In eTwinning, the perspectives to the studied topic are diverse and multiple. They vary according to the different learning and school cultures and established cultural interpretations. They also change when studied in their real life context instead of the text book context. More variables are brought in this equation by involving learning ICT, communication, team work and multi-literacy.

4. eTwinning supports exploration and inquiry

In eTwinning, as there are no ready-made learning materials and text books, students explore their surroundings and search information. They experiment, collaborate, document the process and share the information/knowledge they have produced. They use diverse techniques and multimedia creatively and in a personalized manner.

5. eTwinning and authentic assessment

In eTwinning, you can't use standardized tests to assess learning. During the learning process, you apply continuous assessment and reflection to monitor the project. Typically, the teacher may have a different idea of what direction to take and what to produce, but she/he is open to learner generated ideas and personal solutions. At the end, everyone involved in the project assess what you have learned and achieved and reflect on the process.

6. eTwinning, curriculum and real world relevance

The first thing to do when you start a new eTwinning project, is to check which competence development and content areas in your curriculum the project covers. Usually you realize that in one project you can learn much more effectively and develop simultaneously many more skills than in any ordinary textbook based learning.

When students study phenomena in the real world context and when they try to solve real world problems, learning becomes meaningful. Students get more engaged and become owners of their learning. At best, real world relevance will make students change their own way of life for better and act against injustice.