About the site

Language profile aims

The goal of the language profile is to

  • strengthen student’s understanding of their different language skills, strengths and areas for development
  • strengthen student’s ability to identify and describe their own language skills
  • develop student’s self and peer assessment skills
  • support continuous learning and self-development.

The implementation and content of the language profile is decided locally. The language profile site supports the local development of the language profile.

Language Profile Content and Implementation

The National Core Curriculum of Finnish General Upper Secondaries (GLP NCC2019) states that each student creates a personal language profile for themselves during their studies. The Board of Education website has a template for the main content of the language profile in Finnish.

What should the minimum language profile contain?

At the beginning of the studies, the student is guided to:

Compile descriptions of their skills in each language

In the description, the student

  • assesses their skills in different languages
  • sets goals for their learning
  • considers ways to achieve the set goals.
Reflect and describe their language learning skills

The reflection can take into account, for example student’s

  • own strengths and areas for development
  • perspectives that increase study motivation and relevance
  • self-assessment skills and handling feedback.
Reflect on and specify where and for what purposes language skills can be utilised

The student may consider utilising language skills, for example

  • in postgraduate studies
  • in various jobs
  • leisure, hobbies, etc.
  • in the international context (may be related to all of the above).

The student’s language skills cover mother tongues, languages learned in school and language skills acquired outside school. Students can work on descriptions of their skills independently or in collaboration with a teacher and / or other students. The student decides, independently or together with the teacher, timelines for the learning objectives. The timeline may be a part of the general upper secondary education, but preferably all of your general upper secondary time. In order to make the concept of accumulating language skills throughout life (lifelong learning) more real, it is a good idea to set goals for a longer period of time, for example, five years from now. The goals set by the student for themselves will be returned to at least in Module 6 of the A-level language.

At the end of their studies the latest, each student is encouraged to prepare their own language CV.

Language CV

A language CV should include

  • Competence descriptions for each language the student knows at the CEFR skill level alongside a verbal description.
  • Description of accumulated international competence.
    • International competence refers to contextual knowledge (in the target language) and world citizenship skills (me and the world), ie historical, political and cultural knowledge in the target language or languages. The description may include, for example, information about popular culture and / or the media related to everyday life, discussion and current affairs. Information about the contexts in which the student uses his or her intercultural functioning, such as hobbies and work, can be added to the description.

Language profile as a part of all learning

In the language profile, language skills are approached from a holistic perspective; Language skills include situational, contextual, and goal-specific skills, such as the ability to influence with words, the ability to face otherness and the ability to act with language awareness. Different language skills are viewed as different degrees and also as overlapping abilities to function both in general upper secondary and, above all, afterwards in studies, work and global communities. At the same time, it highlights how combining the content and language of different subjects opens up opportunities for the acquisition of a wide range of competences.

The website has been developed to provide templates to include the language profile into each language module and to encourage the integration of language subjects (foreign languages, mother tongue, literature) with other subjects (mathematics, history, psychology, visual arts, physical education, etc.). Such an implementation may require more co-operation and joint planning time from teachers, but at the same time directs the development of large-scale competences in different contexts in accordance with NCC2019. At the same time, both students and teachers perceptions and understanding of the importance of language in all learning are strengthened. Language awareness supports every student’s learning.

The language profile is designed to be completed by all students throughout their general upper secondary studies. The same tasks can be returned to a few times during the studies to allow the student to think, learn, develop transversal skills.

The Language Profile site will add practical solutions for implementing a cross-disciplinary approach.

The language profile as an assessment tool

A language profile is primarily a student tool. The language profile itself does not add any value to the assessments made by a general upper secondary language teacher unless it is purposefully integrated into assessment practices. The language profile provides good opportunities for this, especially as a tool for formative assessment. It instructs the student to monitor their own learning and development and to develop their own self-assessment and peer assessment skills. The teacher guides this process and can use the content of the language profile to provide feedback on the student’s competence.

Diverse assessment in high school language teaching is described in more detail on the oph.fi website.

Using the site’s materials

The materials compiled for the Website are supporting material. All materials are free to use. The tasks are examples that can be modified to suit purposes. The same tasks are returned to at different stages of studies.

This site is a

  • A draft
  • An example
  • Free to use

The aim is to have a lot of material for teachers to choose from.

Leave a Reply