Language-aware teaching

Language awareness means knowledge and understanding of

• Languages and linguistic varieties
• Linguistic variation and change
• The impact of context on the language used
• The significance of language in human interaction

(Source: Lehtonen & Räty 2018)

Language-aware teaching (Aalto et al. 2019; Repo 2023) recognises the key role of language in learning: we acquire and process information using language, and conceptualise phenomena through language.

For a teacher, it is important to understand that subject and language learning are intrinsically intertwined. When you learn about a phenomenon, you also learn to name it and the factors affecting it. When a student develops into an expert in a specific field, they also learn to talk and communicate about issues in that field. This is why all teachers are also language teachers in their field. Although students develop their academic language and communication skills through the compulsory studies organised by the Language Centre, all teachers are responsible for the development of students’ field-specific language and communication skills. The Language Centre is happy to collaborate with faculties in developing the teaching of expert language and communication skills. Further information is available on the Language Centre website; for information on language and communication studies included in degrees, see the Instructions for Students website.

Plain language, explanations of terms and teacher ‘meta-talk’ about assignments and transitions from one task or activity to another facilitate everyone’s learning and increase accessibility. Additional information is available at Recommendations for teachers concerning special situations.

Language awareness includes the consideration of the linguistic diversity and asymmetry of teaching groups, which is associated with the principles of equality and inclusivity. As a rule, all teaching groups are linguistically diverse: Finland and the University are multilingual, and language skills vary even among speakers of the same language. A good rule of thumb when planning teaching is that, for some students, the language of instruction may not be their first or strongest language or the language they used at school. Because of their backgrounds and personal circumstances, students have had different levels of access to the language of teaching, whether it be Finnish, Swedish, English or another language. In addition, not all students entering university have the same ability to learn academic or field-specific language; some need more support than others. The topics of equality and linguistic diversity in teaching are prominently highlighted in linguistically and culturally responsive teaching (Lucas & Villegas 2013).

Language is connected to identity. The classroom atmosphere may benefit considerably from you as the teacher allowing students to make their linguistic backgrounds known. Some may feel nervous about speaking in a teaching group, especially in another language, but it may be easier for them to do so if the atmosphere is safe and permissive, and language-related emotions have been discussed.

Regardless of the language of teaching defined for each course, there is no compulsion to use only one language at a time in learning and group interaction. In fact, student learning may be enhanced if they approach the topic through several languages they know. In suitable situations, you can encourage students to use languages other than the teaching language to seek information, take notes and talk to each other. This not only promotes learning, but also highlights the linguistic diversity of the group. If the teaching language is not the student’s first or strongest language or the language of their schooling, their learning can be supported by the use of their ‘own’ language. Translanguaging pedagogy offers means of learning across language boundaries (García & Wei 2014; Mickwitz et al. 2021; Lehtonen 2021).

Students who did not complete their secondary education in Finnish or Swedish may need opportunities to practise one or both of these languages. Similarly, those pursuing a bilingual (Finnish and Swedish) degree must be given opportunities to develop their professional voice in their weaker language. Teachers can, for example, give learning assignments promoting the socialisation of students into communities speaking different languages. It is important that students can feel they belong, regardless of their language skills.

Further information on bilingual degrees is available in the Swedish-language instructions of the research project Pedamon (Pedagogik och språklig diversitet i tvåspråkiga examina) (to be added soon), on the Instructions for Students website (in Finnish and Swedish) and on Flamma (requires login with University credentials).
 

University graduates need a wide range of language skills in the workplace (e.g., Jalkanen & Taalas 2013; Niinivaara & Lehtonen 2022). They must know not just the official language(s) of the country in question (Finnish and Swedish in Finland) and global English, but also languages such as German, French, Spanish, Russian and Chinese. Professional language and communication skills are part of multilingual expertise. As we interact in linguistically diverse communities, we must be able to adapt our communication to match the skills of our interlocutors, and make meaning across languages and cultures. This is called mediation (see definition on the website of the Common European Framework of Reference for Languages, CEFR). One way to practise cross-linguistic mediation skills as part of university studies is to acquire information in one language and communicate it to other group members in another. This way, the whole group benefits from an individual student’s language skills: the student can give others an idea of how a topic is addressed in a language or culture they would otherwise be unable to access.

What is language awareness?

• Aalto, E., Mustonen, S., Järvenoja, M. & Saario, J. (2019). Kielitietoinen opetus. – Monikielisen oppijan matkassa. Verkkosivusto opettajankoulutukseen [‘Language-aware teaching – On a journey with a multilingual student. Material for teacher education’]. University of Jyväskylä, Department of Teacher Education.
• Lehtonen, H. & Räty, R. (2018). Kielitietoisia käytänteitä monikielisessä koulussa: kokemuksia toimintatutkimuksesta [‘Language-aware practices in a multilingual school: experiences from action research’]. Kieli, koulutus ja yhteiskunta, 9(3).
• Repo, Elisa (2023). Together towards language-aware schools. Perspectives on supporting increasing linguistic diversity. University of Turku.

Diversity, linguistic asymmetry and inclusivity

• Lucas, T. & Villegas, A. M.  (2013). Preparing Linguistically Responsive Teachers: Laying the Foundation in Preservice Teacher Education, Theory Into Practice, 52:2, 98–109.

Translanguaging pedagogy

• García O. & Wei, L. (2014). Translanguaging: Language, Bilingualism and Education. Palgrave Macmillan.
• Mickwitz, Å., Lehtonen, H., Cvetanovic, D. & Toom, A. (2021). Towards bilingual expertise – evaluating translanguaging pedagogy in bilingual degrees at the university level. Language Learning in Higher Education. 11/1: 195–217.
• Lehtonen, H. (2021). Kielitaitojen kirjo käyttöön, limittäiskieleilyä luokkaan [‘Diversity of linguistic expertises and translanguaging in the classroom’]. – Ahlholm, M. & I. Piippo & P. Portaankorva-Koivisto (eds.): Koulun monet kielet. AFinLA-e 13: 70–90.

Professional language and communication skills and multilingual expertise

• Jalkanen, J. & Taalas, P. (2013). Yliopisto-opiskelijoiden oppimisen maisemat: haasteita ja mahdollisuuksia kielenopetuksen kehittämiselle. [Higher education students’ learning landscapes: challenges and opportunities for developing language teaching]. In Keisanen, T., E. Kärkkäinen, M. Rauniomaa, P. Siitonen & M. Siromaa (eds.). AFinLA-e Soveltavan kielitieteen tutkimuksia 2013/ n:o 5. 74–88.
• Niinivaara, J. & Lehtonen, H. (2022). University students’ perceptions on language and communication studies: flexible digital solutions and multilingual expertise. Oral presentation at CercleS conference, 15–17 September 2022. Porto, Portugal.