Open AccessPaths to Learning Second Languages in Finland
Author(s) -
Adél Furu
Publication year - 2020
Publication title -
revista română de studii baltice şi nordice
Language(s) - English
Resource type - Journals
eISSN - 2067-1725
pISSN - 2067-225X
DOI - 10.53604/rjbns.v12i2_8
Subject(s) - first language , sociocultural evolution , foreign language , language education , language acquisition , second language acquisition , globalization , language assessment , linguistics , comprehension approach , face (sociological concept) , process (computing) , pedagogy , psychology , mathematics education , sociology , computer science , political science , philosophy , anthropology , law , operating system
This article is concerned with comparative approaches to second language instruction and second language choices in Finland and describes the challenge of preserving Finland’s language and culture while facing the globalization process. The article discusses the success of Finnish second language learning and aims to investigate how Finnish and English as second languages are taught and learnt in Finland compared to other countries as well. The goal of this study is to discuss issues related to teacher training and its role in second- or even third language acquisition.We articulate the following research questions: How does the English-language teaching line serve the international families? How does Finland develop successful teaching practices and what problems of implementation does it face? What are the challenges of teaching the pupils’ mother tongue and a second language (L2) (Finnish, Swedish, English, Russian etc.) at different levels of education? What are the differences between acquiring a Finnish or an international degree concerning adult education?The methodology chosen for this article is a comparative study and it is used to showcase the differences between the Finnish and English second language instruction in Finland. In regard to the theoretical framework to second or foreign language acquisition, learning and teaching, I embrace linguistic, cognitive and sociocultural frameworks and approaches