“Internationalisation at home” refers to the diversity of languages and cultures in your surroundings and everyday life and all the diverse communities to which you belong. In general upper secondary school, it may also include, for example, international visits or projects carried out in the school, in your hometown, or through virtual technology. What kindContinue reading “28. Internationalisation at home”
Imagine a meeting or a situation that you could attend involving people who do not speak Finnish. In which language would you communicate? Would you use more than one language? Would you use a means other than language to communicate?
How easily do you notice differences in ways of interacting that result from differences in speakers’ linguistic or cultural backgrounds? In what sort of contexts do differences arise? How do you react to the differences you notice?
In pairs, reflect on the following questions In what ways could you benefit from a student exchange programme? What knowledge could you gain and what skills could you develop? What steps would you need to take to apply for an exchange or virtual exchange programme? How could you gain international competence without going abroad? Finally,Continue reading “22. Perspectives on mobility”
Having knowledge of several languages may have a positive effect on your opportunities for internationalism in working life, at school, in your local community, or globally. Discuss in pairs how having diverse language skills plays to your advantage when an exchange student visits your classroom in international cooperation projects in your general upper secondary schoolContinue reading “21. Diverse language skills as an asset”
In this task you will reflect on the languages used in the instruction of different subjects. Consider the language of two different subjects that are not languages (including subjects such as P.E., music, and visual arts). In what ways is language different in the instruction of the subjects you chose? Differences can arise, for example,Continue reading “8. Language awareness and subject-specific language use”
(This task can also be done in pairs or groups.) Have you noticed that different languages play different roles in your everyday life? Does your community—friends, family, neighbourhood, school, hobbies—encourage or discourage you to use different languages? Is it generally acceptable to mix and switch between several different languages in your everyday life? If yourContinue reading “6. Language awareness in everyday life”
Write a letter to your future self at the beginning of your studies. What sort of expectations do you have for yourself during general upper secondary school? What sort of goals could you set for yourself? How will you benefit from your language skills during your studies and after general upper secondary school? Include theContinue reading “1. A letter to your future self”
List All the languages and dialects you use with your family or relatives. The languages you studied at school. Remember to mention any language clubs, shorter introductory courses and language showers you have attended, including those in pre-school, basic education and general upper secondary school. What was the language of instruction at your school? TheContinue reading “2. My language repertoire”
Reflect on your strengths and areas of growth as a language learner. You can also complete the task in pairs or in groups. My strengths as a language learner What aspects of language do you find easy to learn? Why do you find it easy to learn certain things? Can you use this information toContinue reading “35. My strengths and areas of growth as a language learner”