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• The marketing strategy for the training program should be multi-channel, targeting both national and international audiences. It is important to utilize the universities’ own channels for marketing purposes.  

• A clear description of the target group and selection criteria is crucial to attract individuals who would benefit from integrating functional Finnish/Swedish language skills and who lack the necessary proficiency to study in Finnish/Swedish language programs.  

• The name of the training program should clearly indicate that it is designed for individuals with limited or no knowledge of Finnish/Swedish.  

• Each education and training provider will establish their own selection criteria, but in general, all eligible applicants can apply. However, it is necessary to ensure that individuals whose mother tongue is Finnish/Swedish or those who could study in Finnish/Swedish language programs do not apply.  

• Applicants will undergo a selection test, which does not evaluate their knowledge of Finnish/Swedish. However, the test will assess their written and oral English language abilities, as the course requires at least a B2 level in English, especially in the initial stage. 

It is recommended that: 

• Candidates who pass the written part of the selection test be interviewed to assess their English language skills. 

• Use of nationally validated selection tests, for reliability and cost-effectiveness, e.g. international UAS exam. 

• Sufficient time be left between the selection test and the start of the training to allow all students to complete visa processes and other entry arrangements. 

• Students begin their studies with an assessment of their Finnish/Swedish language skills through standardized language tests and an interview by the Finnish language teacher. 

• These assessments serve as the basis for creating an individual language pathway for each student. 

• Throughout the course, language skills are regularly assessed through yearly language tests. 

• With the test results and an interview, the Finnish teacher guides students to begin their studies at an appropriate level. 

• . The language pathway model ensures that students’ language studies progress towards more challenging courses. However, the pass rates for language studies are evaluated on an individual basis, with the primary aim being to support the development of students’ language skills. 

• It is important to note that language pathways may not always follow a linear progression, and flexibility is required in accommodating students’ needs. 

It is recommended that: 

• The curriculum be structured to include at least 20 credits of Finnish/Swedish language studies. 

• All the free electives (non-compulsory) studies included in the degree be Finnish/Swedish language studies. 

• For students starting from elementary Finnish/Swedish, intensive Finnish/Swedish language classes be organized before the start of the substantive studies. 

• Teaching in two languages requires careful analysis of the core content to be taught. It is important to allocate time for the creation of bilingual teaching materials.  

• At the start of the course, bilingual material can be used to study key concepts, gradually increasing as language skills improve.  

• Small group work can also be utilized, allowing students with varying proficiency levels to study Finnish/Swedish material together.  

• Effective teaching methods include flipped learning, pre-assignments, drama, functional and activating methods, and interactive theory teaching using visuals and videos.  

• When assessing competences, it is beneficial to use exams, oral tests, and other functional methods rather than relying solely on book exams. 

• In order to develop the language skills of all students, it is crucial to consider language skills in all teaching. One effective way to address language differences is to divide students into small groups based on their language level, allowing instruction to be given in either Finnish/Swedish or English, depending on the group’s language competence. 

•  When faced with large disparities in Finnish/Swedish language skills, English can be utilized as the language of instruction to ensure that students with lower levels can still grasp the content. It is important to form groups with relatively similar levels of Finnish/Swedish proficiency, avoiding the integration of students with completely English language skills.  

• Teaching in a linguistically and culturally sensitive manner requires teachers to possess excellent Finnish/Swedish and English language skills along with special teaching skills.  

• Language-sensitive teaching should be an integral part of every course and necessitates the commitment and competence of all teachers involved in the instructional process. 

It is recommended to: 

• Use learner-activating, functional methods in a real-life setting as much as possible during teaching 

• Use a wide range of functional assessment methods. 

• Use tandem teaching, i.e. joint teaching with Finnish/Swedish-speaking groups. 

• To effectively manage students’ different S2 pathways and avoid overlaps, it is essential to plan timetables. 

• This involves collaboration between the S2 teacher and subject teacher, as they work together to plan and implement the key elements of the course.  

• The teaching in S2 is focused on functional language learning, with an emphasis on linking language learning to functionality.  

• Additionally, the competence objectives in Finnish/Swedish are integrated with the competence objectives in the content areas, ensuring that students achieve competence in the professional working language of their field.  

• Long-term cooperation between S2 teachers and subject teachers is important to ensure that language learning is taught as a cohesive whole.  

• S2 teaching should be timetabled in pedagogically progressive logical units, planned on a course-by-course basis, and designed to serve both language and subject learning effectively. 

It is recommended that: 

• The level of language skills be considered in all substantive teaching to develop language skills for all students. 

• Finnish/Swedish be integrated into all studies and the proportion of Finnish/Swedish be increased as studies progress. 

• All studies be carried out in cooperation between the S2 and the substantive teacher. 

• The involvement of the Finnish/Swedish teacher in overseeing the traineeship is crucial and is considered when planning working hours and resources.  

• Both the subject teacher and the Finnish/Swedish teacher will collaborate to support the student, supervisors, and work community in terms of language and cultural understanding.  

• The objectives of the traineeship will be developed with a focus on both subject matter and Finnish/Swedish language proficiency.  

• It is important for all parties involved in the traineeship (student, teacher, supervisor, work community) to have a shared understanding of the student’s Finnish/Swedish language abilities and the goals of the traineeship.  

• While Selkosuomi/Swedish will be the main language of instruction, the use of English as a supplementary language is recommended. It is crucial to ensure a variety of training opportunities for all students, regardless of their language skills. 

• A language contract is an important component of a skills development traineeship, as it helps to clarify the objectives of language learning alongside substantive competence. This contract involves discussions between the student, placement supervisor, and teacher at the beginning of the placement to determine the language expectations. These discussions can cover areas such as whether the student wants their speech or writing to be corrected, situations where English should be used as an auxiliary language, and if only Finnish/Swedish should be used during informal conversations. The contract also addresses the student’s specific language support needs. The purpose of the language contract is to create a supportive environment for language learning, where students feel comfortable making mistakes, and the whole working community understands and supports language development. A language agreement can be established before the traineeship, with the assistance of a Finnish/Swedish language teacher, through workshops or similar activities. 

It is recommended to: 

• Hold discussions in advance with the placement site to ensure everyone has a shared understanding of the student and the nature of the placement.  

• Avoid non-language-related tasks during the placement to prevent the student from becoming overly burdened, and written assignments should be minimized.  

• Utilize tandem placements, where a Finnish/Swedish-speaking student and a student who speaks another language practice simultaneously at the same placement site.  

• Offer support and training on language and cultural awareness to the workplace communities.  

• Aim to build long-term collaboration with specific placement sites. 

• Regular cooperation and communication between the institution and working life is important. 

• Reciprocal visits between teachers and representatives from the world of work and educational institutions are useful. 

• Internship supervisors should be given the opportunity to meet students before the internship. It is also useful for students to get to know the placement site in advance. 

• All cooperation helps to foster a positive attitude towards students from other languages in the workplace. 

• Providing language and cultural awareness training for the working world is important. Training can be organized online, allowing more people to participate. The training sessions should be recorded so that they can be viewed at any time and place. 

Our recommendations: 

• Introduce a range of materials to support language and cultural awareness, which are widely available. 

• The employer would recognize and consider the demanding nature of supervising a foreign language student in the trainee supervisor’s work. 

• It is good to put a lot of effort into guiding your students over the long term. 

• The emphasis should be on language and cultural awareness. 

• It is important to focus not only on study planning but also on supporting the integration of the student, which takes more time than for a Finnish/Swedish-speaking student. 

• Guidance initially focuses on social orientation and integration. At the end of the studies, the focus is on guidance for working life and possible transition to further studies. 

• Knowledge of Finnish working life is an important part of the guidance. Career guidance focuses on the possibility of further studies closer to graduation. 

• Dealing with AHOT/RPL issues and extensive knowledge is an important area of expertise in student guidance, as foreign-language students often have previous knowledge and previous higher education studies. 

It is recommended to: 

• Cooperate with the Finnish/Swedish language teacher in guiding the student 

• Provide the necessary support structures for students by systematically offering opportunities to interact with Finnish students, use the Finnish/Swedish language and form social relationships. The activities should be part of the studies and take place in a planned way during the study day. 

With a labor shortage to solve and a vision to promote educational immigration, Finland needs bilingual education and adequate funding from the state administration to implement it. 

Teaching resources 

• Teachers should carefully plan their work, considering various factors such as the amount of working time available, assessment of course load, analysis of core content, and the use of co-teaching and bilingual teaching materials.  

• It is crucial to conduct a comprehensive analysis of the curriculum to ensure that there is enough space to integrate second language (S2) learning into the mainstream curriculum. This analysis should focus on identifying the key content that students must know, while finding appropriate pedagogical approaches for other content. 

•  Teaching in two languages requires more class time, so it is important to allocate sufficient time for instruction. Bilingual teaching also requires collaboration between subject teachers and S2 teachers, including the joint planning of teaching materials and co-teaching in the classroom.

Guidance on training 

• Supervisors should ideally have training in supervision and the ability to communicate clearly in Finnish/Swedish and adequately in English. Training organizations must invest in developing culturally and linguistically sensitive supervision. They should ensure that Supervisors have sufficient time allocated for this task, and where possible, reduce their other workload to maintain quality student supervision. 

• Supervisors can access online training on culturally and linguistically sensitive supervision. Key topics include the impact of language and culture on interaction and learning, the significance of linguistic and cultural differences in client/patient work, learning, and supervision. Supervisors should also be familiar with key aspects of various cultural backgrounds to avoid misunderstandings and conflicts. 

• Educational institutions can build guidance programs for their own internship organizations that help instructors plan and implement language-aware guidance situations. These programs may include, for example, educational videos produced in the TOKASA project. Educational institutions that offer functionally bilingual degrees can jointly organize further training and events related to professional development for the instructors of their cooperating educational institutions. This helps them stay up to date with the latest instructional methods, research findings and language awareness practices. 

• A good way to maintain and develop the quality of tutoring is mentoring or peer support groups, where experienced tutors share their expertise and support new tutors. This helps ensure continuous learning and knowledge sharing among instructors. 

• Language-aware guidance requires constant commitment and development from all parties. The goal is to ensure that the internship supervisors have sufficient expertise and time to offer high-quality guidance and language-conscious support to their trainees. 

S2 resource and materials in teaching 

• In functionally bilingual higher education, a key challenge is providing sufficient second language (L2) instruction both as separate classes and integrated into subject teaching without significantly increasing costs.  

• When implementing bilingual programs, bilingual lecture materials and course content must be sourced or developed, which requires teacher time. Effective use of evolving technological solutions can enhance teaching and learning. Recorded lectures, for example, allow students to review content, use subtitles, and access other language support features. Future technologies may also improve communication between students and teachers. 

• Encouraging peer learning and small group tasks where students at different levels of Finnish can learn from each other and practice the language is beneficial. Multilingual leisure groups can also support language learning goals. For instance, students in social work or education programs could guide non-Finnish speaking students in academic or leisure-related small groups. 
• It is important to systematically collect feedback from students, teachers, employers, and other stakeholders and, if possible, conduct evaluative research to continue developing the educational model.