28. Internationalisation at home

“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 kind of internationalisation can you find in your everyday life, for example, in social media or hobbies?

22. Perspectives on mobility

In pairs, reflect on the following questions

  1. In what ways could you benefit from a student exchange programme?
  2. 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?
  3. How could you gain international competence without going abroad?
  4. Finally, think about the cultural knowledge that travelling can provide. For example, what kind of image of Finnishness do you get from travelling to different parts of Finland? Does it correspond to your own perception of Finnishness? In turn, what sort of image does tourism give you when travelling abroad?

21. Diverse language skills as an asset

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 school
  • in hobbies or other free time activities when you have to give advice to someone who does not speak your first language. What other skills are needed besides language skills?

Discuss in pairs what global citizenship skills you have and how you could describe them.

8. Language awareness and subject-specific language use

In this task you will reflect on the languages used in the instruction of different subjects.

  1. 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, as economic use of language (typical of mathematics), or as the creative expression of body language.
  2. How do the skills you mentioned relate to the language you learn in language classes?

This task can also be completed in pairs or in groups.

6. Language awareness in everyday life

(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 your answer is dependent on the context or the person you are talking to, how and why do they differ?

1. A letter to your future self

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 the following in your letter:

Describe your language skills and the contexts or situations in which you use them

  • First, list your home languages and the languages ​​you have learned in and outside of school.
  • In your letter, describe the following
    • Which languages do ​​you have knowledge of? (Be sure to also describe your knowledge of your home languages ​​and their dialects.)
    • In which situations and with whom do you use each language?
    • Think also in more general terms. For example, in which languages ​​do you like to read or listen to music?

Describe your learning strategies and experiences with language learning

  • What kind of language learner are you? Describe how and where you learn languages ​​best.

Keep the letter you wrote, as you will return to it at the end of your studies.

2. My language repertoire


  1. All the languages and dialects you use with your family or relatives.
  2. 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?
  3. The languages you hear and make use of in your hobbies and free time. For example, what languages do your friends have knowledge of?
  4. Other languages in your life and the languages of your community. What languages are spoken in your school? Take into consideration dialects and registers*, as well.
  5. Finally, your aspirations: In which languages would you like enhance your skills in? Which languages would you like to start from scratch? What would you like to be able to do in different languages?

*Final question: what have you learned about dialects and registers in your mother tongue and literature or Finnish or Swedish as a second language lessons?

35. My strengths and areas of growth as a language learner

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

  1. What aspects of language do you find easy to learn?
  2. Why do you find it easy to learn certain things? Can you use this information to assess what your strengths are as a language learner?

My areas of growth as a language learner

  1. What things take the most time and effort to learn?
  2. Have there been times in your language learning history when you were not sure where you went wrong?
  3. Have there been significant differences between your own and your teacher’s assessment of your performance?