National Core Curriculum for General Upper Secondary Education (2019) support material for the Language Profile. Compiled in cooperation with the LUKKI Network and the Finnish National Agency for Education.
This task can be done individually, in pairs, or in groups.
How do you understand internationalisation? What differences do you see between • international — global • international issues — global issues • international competence — global competence
In which subjects have you studied global education or global citizenship? Are the terms new or familiar? What kind of knowledge do you have that relates to global competence? How does that knowledge relate to language skills? What subjects other than languages is global competence related to?
The report looks into the language needs that someone with an MBA (Master of Business Administration) degree might need in working life.
Start by making a list of possible jobs where you could imagine working after general upper secondary school.
Think about the language skills required for the jobs you have mentioned. You can use the report to support your reflections.
Next, consider how language skills could be developed while working in the professions you have listed. Do the jobs require skills in, for example, creative use of language, use of precise official language, professional terminology, or scientific vocabulary? What cultural skills are required? Are particular languages more appreciated than others?
In what ways might your language skills improve alongside your chosen profession towards a more specific, specialist language?
This task functions well as an introductory task when compiling a Language CV.
Reflect on the following questions individually or in pairs.
How do you use your knowledge of your first language(s) (L1) to learn a new language?
How do you use the skills you develop in L1 classes to learn other languages? Think about skills such as presentation skills, interaction skills, and the ability to structure and bring coherence to a text.
Individually or in pairs, reflect on similarities between some of the languages you know. You can start by thinking about aspects such as vocabulary, language structures, communication styles, and cultures. What similarities can you identify?
Do you take advantage of the similarities between the languages you know to learn them better? In what ways?
Subvertising, or creating parodies of advertisements (that resemble genuine ads; “anti-ads”) to make an ironic statement, takes a stand on social problems by using language that aims to influence, for example, consumer attitudes or consumption habits. They often comment on consumerism and the inequalities of world trade. You can find subvertisements, for example, in the subvertisement gallery of Voima Kustannus (in Finnish).
Go through some anti-ads and choose one for closer examination.
What does the anti-ad comment on? What is it about and what sort of perspective does it take on the matter at hand?
How does the anti-ad make its point? What kind of language is used?