“Language-aware and language-supported teaching requires dialogue, collaboration, and effective tools.” Expert perspectives on organizing language-aware and language-supported teaching higher education institutions

Pictured from left to right: Anouar Belahcen, Verna Pelkonen, Lari Kotilainen, Maryori Rodriguez, Päivi Virtanen, Elisa Räsänen, and Tiia Ylhäinen-Holstila.

The Language-Supported Knowledge Pathways project develops language-supported pathways for higher education in various fields. The goal is to support the employment of international students. At the Educa event, a panel discussion on language-aware and language-supported higher education was moderated by Elisa Räsänen, University Lecturer in Finnish Language and Written Communication at Aalto University, who works as the project manager of one of the sub-projects. The expert panel included participants from three different higher education institutions: Aalto University, the University of Helsinki, and Metropolia University of Applied Sciences. The speakers included members of the university administration, teachers of Finnish as a second language, a subject teacher, and a student who has participated in language-supported instruction.

Elisa Räsänen: The Technology Sector Finnish sub-project aims to develop ways to integrate Finnish language studies into Aalto’s English-language technology degree program and to share this model with other Aalto schools and Finnish higher education institutions.

Anouar Belahcen, why is it important to take international students’ progress in learning Finnish into account when planning higher education studies? How is this being promoted at Aalto University’s School of Electrical Engineering?

Anouar Belahcen, Vice Dean, Aalto University’s School of Electrical Engineering:

Promoting the Finnish language is important in many companies. In international companies, it is possible to get by with English, but this is very limited. Basic tasks can be performed in English, but you may be left out of all other communication and the day-to-day life of the workplace.

The development of international students’ Finnish language skills must be supported in many ways. We need initiatives like these that promote the teaching of Finnish. We must also promote the integration of language content, because while Finnish language instruction can be organized as separate courses, it is better if the language is also integrated into subject-specific courses. That way, students become more enthusiastic about learning the language.

ER: Isn't English the language of choice in many tech jobs? Why would a tech professional need Finnish?

Anouar Belahcen:

It’s all about the day-to-day operations of a company. First of all, it’s important to remember that even though we’re talking about international companies that use English, there are actually very few companies in Finland where English is the working language. Most companies are small and medium-sized businesses where the working language is Finnish. These companies also need skilled workers. To succeed and perform your duties in a small or medium-sized company, you need a certain level of proficiency in Finnish: you must be able to communicate with people and understand what is required when doing your job. You can supplement things with English, but proficiency in Finnish is absolutely essential.

ER: Verna Pelkonen, you have worked with international technology students in the Technology Sector Finnish project. What does Aalto’s language-supported and language-aware higher education look like from the perspective of a Finnish language teacher?

Verna Pelkonen, lecturer in Finnish language and written communication, Finnish teacher in the Technology Sector Finnish sub-project at Aalto University:

Instructors from the School of Electrical Engineering and Aalto Finnish language teachers have collaborated in the Technology Sector Finnish project. As part of the project, technology instructors have developed course modules that teach the language of the field in Finnish. Language-aware and language-supported teaching requires effort, discussion, collaboration, and effective tools. We have presented a pilot program developed for a programming course at other Aalto schools, where the model has been enthusiastically received. It has spurred the development of language-aware practices across various disciplines.

Based on the pilot, we are developing a scalable integration model that we can share with other English-language degree programs and schools at Aalto. It is important that the practices we have developed become a permanent part of our structures. Aalto students and staff speak many languages, and the project has sparked a much-needed discussion about taking different languages into account in teaching and other work situations. Thanks to language-aware practices, more and more people are being seen and heard, which enhances our shared well-being.

ER: Has the role of the Finnish language been taken into account in organizing instruction at Aalto?

Verna Pelkonen:

Our focus on the Finnish language is not limited to teaching alone. We have collaborated with academic advisors, career counselors, educational psychologists, and student associations. Language-related issues should be addressed early in a student’s academic journey—for example, during orientation programs, advising sessions, and student events. This sends the message to students that studying languages is important. It is crucial that degree programs allocate sufficient time and space for language studies and that these are valued just as highly as other courses. At Aalto, Finnish as a second language can now be studied as a minor, allowing Finnish studies to be incorporated into the overall curriculum as a broader component. Learning a language and using it confidently is possible when the entire university community supports and encourages it, and the language is a shared priority for everyone.

ER: Lari Kotilainen, your research has focused, among other things, on the increasingly multilingual workplace. What is expected of employees and work communities in today’s increasingly multilingual workplace? How can higher education institutions support students in acquiring the language skills required in the workplace?

Lari Kotilainen, Professor, Faculty of Humanities, Department of Finno-Ugric and Nordic Studies, University of Helsinki:

In our micro-study, we examine conversational and interactive practices. The study shows that it is possible to use a second language even with developing language skills. Perfect language proficiency is not always necessary, and language learning is an ongoing process. Furthermore, language learning does not take place solely within the speaker’s mind; more proficient Finnish speakers are needed to support the learning process.

Higher education institutions, such as those involved in the Kielibuusti project, have developed a wide range of practices that support language learning. It is important to provide a realistic explanation of why the national languages are necessary, as it is difficult to live a full life in Finland without some proficiency in Finnish. Universities can assist with language learning by offering a variety of language courses, both integrated and traditional. It is important to allocate resources to and develop these courses.

I hope that universities will invest sufficiently in supporting language learning, as it does not happen for free. In addition, higher education institutions can support the development of internships in various fields, which promotes the development of language skills in practice.

ER: What specific steps can we, as a higher education community, take to accommodate and support students’ language learning? What can you and I do to promote this?

Lari Kotilainen:

Sometimes the shoemaker's children go barefoot. You may speak English for years with an international visiting researcher, only to find out later that they actually knew Finnish as well. It would be a good idea for every workplace to discuss language skills and preferences. At universities, it’s often assumed that conversations will be held in English when an international guest enters the room, without asking whether they can or would like to speak Finnish. The first step would be to change this practice. Getting to know people is always good basic advice.

ER: In the KIVAPE sub-project (Language-Supported Basic Studies in Early Childhood Education), coordinated by the University of Helsinki, international students have had the opportunity to familiarize themselves with educational science, Finnish early childhood education, and the professional terminology of early childhood education.

Maryori Rodriguez, you worked as an engineer in Chile and, after moving to Finland, changed careers to work as a childcare provider and a substitute early childhood education teacher. Now you have been studying as part of the KIVAPE project. What aspects have helped develop your field-specific language skills? As a student, what message would you like to convey to higher education instructors and higher education planners?

Maryori Rodriguez, student, KIVAPE studies (Language-Supported Basic Studies in Early Childhood Education), University of Helsinki

During the KIVAPE program, the professional terminology of early childhood education and the pedagogy courses have been particularly meaningful to me. I have deepened my understanding of the values of early childhood education and the key principles of the Finnish educational philosophy. Throughout my studies, active reading and discussion have improved my language skills in reading comprehension, listening, speaking, and writing. My ability to work in academic and professional settings has improved. The multicultural learning environment has significantly enhanced my intercultural understanding.

ER: What sparked your interest in early childhood education as a field?

Maryori Rodriguez:

After moving to Finland, I did a language practicum in early childhood education and was captivated by how early childhood education works here. I think it incorporates wonderful practices and pedagogical methods. I want to work with children in a sensitive early childhood education setting.

ER: Päivi Virtanen, as part of this project, you’ve adapted your teaching to be more language-aware. What advice or tips would you give to other subject teachers who want to support international students’ language learning?

Päivi Virtanen, University Lecturer, Educational Sciences, Early Childhood Education Instructor for the KIVAPE subproject, University of Helsinki:

The KIVAPE courses are taught in Finnish, and we have followed the university’s requirements for basic studies. I use plain language whenever possible, which helps students understand difficult concepts. I often ask students if they have understood the material being taught, and if necessary, I explain it more clearly. For example, I demonstrated what a squatting position means when its significance wasn’t clear to everyone.

We have implemented parallel language use and multilingual activities. In group work, students can use their own native language or English, provided that everyone understands that language. Many are motivated to learn Finnish and do their group work in Finnish, even when English is an option. We also provide alternative learning materials in English. It is helpful to give students Finnish-language materials to read in advance, as they can use translation software to translate them into their own language, which helps them understand the lecture better. However, understanding the content is what matters most.

Students complete the basic studies in early childhood education, which open pathways to a university degree. It is important to require assignments in Finnish to assess students’ actual language proficiency. I recommend collaborating with the Finnish teacher, as they can provide helpful tips. Joint planning and the use of materials in Finnish studies as well will help move the process forward.

One more tip: check your school’s guidelines regarding the language of exams. At the University of Helsinki, you can generally take exams in Finnish, Swedish, or English. In our case, the assignments have been in Finnish.

ER: Tiia Ylhäinen-Holstila works as a Finnish instructor in Metropolia’s sub-project on language-supported business studies. She was responsible for the Finnish instruction in the HR training program held this fall and will continue in the same role in the marketing training program that has just begun. What kinds of language support and language-aware practices have been developed at Metropolia?

Tiia Ylhäinen-Holstila, Lecturer, Finnish as a Second Language and Communication, Metropolia University of Applied Sciences:

The starting point for language-aware solutions is knowledge of students’ proficiency in Finnish. At Metropolia, we assess students’ proficiency in Finnish as early as the admissions stage, which facilitates the work of Finnish language and subject-area instructors and helps students succeed in their studies.

Cooperation between subject teachers and Finnish teachers is essential in creating language-aware solutions. Ideally, within the constraints of available resources and schedules, concurrent instruction should be organized, combining language awareness and vocabulary practice with subject instruction.

Metropolia has been offering language awareness training to teachers even before this project. It is easier for a Finnish teacher to develop language-aware solutions if they have expertise in their professional field. My background in business administration has been an asset when designing work-life-oriented, activity-based learning situations and supporting students’ studies in other subjects.

At Metropolia, we have focused on making teaching more activity-based and gamifying Finnish instruction by utilizing Moodle’s H5P learning platform and language-learning apps such as Wordwall. With the help of these support measures, we have been able to teach business Finnish to students at the B1–B2 proficiency levels. Students have praised the instruction because it focuses on real-life work and study situations rather than traditional language theory.

The panel discussion was held at the Educa event in Lecture Hall 103 at the Helsinki Exhibition and Convention Center on Friday, January 23, 2026. You can learn more about the panel’s topics on the Language-Supported Knowledge Pathways project’s website.