Driving and Embracing Change: Learning and Teaching Languages and Communication in Higher Education

JYU STUDIES 1 Edi ed by Ad ienn Ká oly, Lo a Kokkonen, Maija Ge lande & Peppi Taalas D i ing and Emb acing Change Lea ning and Teaching Languages and Communica ion in Highe Educa ion D i ing and Emb acing Change: Lea ning and Teaching Languages and Communica ion in Highe Educa ion Ad ienn Ká oly, Lo a Kokkonen, Maija Ge lande & Peppi Taalas Con en s 1 DRIVING AND EMBRACING CHANGE Lea ning and Teaching Languages and Communica ion in Highe Educa ion Edi ed by Ad ienn Ká oly, Lo a Kokkonen, Maija Ge lande & Peppi Taalas JYVÄSKYLÄ 2024 Con en s 2 Layou : Timo Hau ala/Open Science Cen e, Uni e si y o Jy äskylä Co e : An i Myöhänen ISBN 978-952-86-0238-5 (PDF) ISBN 978-952-86-0241-5 (epub) ISBN 978-952-86-0239-2 (p in ed) JYU S udies 1 ISSN 2814-8843 Julkaisun pysy ä osoi e: h p://u n. i/URN:ISBN:978-952-86-0238-5 DOI: h ps://doi.o g/10.17011/jyus udies/1 © Au ho s and Uni e si y o Jy äskylä This wo k is licensed unde a C ea i e Commons A ibu ion 4.0 In e na ional license (CC BY-NC 4.0). Con en s 3 CONTENTS In oduc ion Ad ienn Ká oly, Lo a Kokkonen, Maija Ge lande & Peppi Taalas ...................................5 Pa I: Add essing he b oade changes wi hin he con ex o HEI F amewo k o mul ilingual and in e cul u al communica ion compe ence Lo a Kokkonen & Teija Na i .......................................................................................19 Explo ing uni e si y s uden s’ goals o he de elopmen o mul ilingual and in e cul u al communica ion compe ence Hanna B aue ...............................................................................................................45 The pedagogical alue o ansla ion Ad ienn Ká oly .............................................................................................................67 Pa II: How changes a e a ec ing ou wo k and ou s uden s in p ac ice Pee eedback in eache eams Ka oliina Ahonen & Jani Ylönen ...................................................................................99 Uni e si y s uden s’ pe cep ions o he e ec i eness o a cou se in communica ion con idence Maija Ge lande & Anne Alanne ................................................................................122 Lea ne belie s o Japanese exchange s uden s a a Finnish uni e si y Rii a Kelly & Yu i Imamu a .......................................................................................156 Pa III: Teaching academic li e acies in he changing wo ld S uden pe cep ions o eaching p esence in an online academic eading module Aa on O szag .............................................................................................................181 Expanding he concep ualisa ion o w i ing Elina Jokinen, Heidi Kui unen & Päi i To elainen ...................................................199 Fi s -yea uni e si y s uden s’ pe cep ions o hemsel es as w i e s o academic ex s Jonna Riikonen & So ia Ko ilainen ..............................................................................221 Con en s 4 A ikkelin o sikko 5 INTRODUCTION Ad ienn Ká oly, Lo a Kokkonen, Maija Ge lande & Peppi Taalas We mus change he wo ld while cons an ly ein e p e ing i ; as much as change i sel , he ein e p e a ion o he wo ld is a collec i e endea o . (de Sousa San os, 2018, p. iii) Changes a ec ing he highe educa ion landscape When conside ing he i le o his book, we, as i s edi o s, had o e lec on he no ion o change. Change is cons an and ine i able, bu undamen al changes do no happen o e nigh . Such changes esul om ac ions and measu es ha add ess deep, complex and in e ela ed sys emic issues, and hus equi e a shi in mindse . Fi y yea s ago, G ego y Ba eson (1972/2000), an ea ly ad oca e o ecological hinking, wa ned ha sol ing he challenges acing socie y equi es a e-examina ion o he ideas ha ha e domina ed hough since he indus ial e olu ion. Fo Ba eson, ecological hinking mean mo e han adding an en i onmen al pe spec i e and implied he need o e isi he co e alues and p inciples ha o m he basis o socie ies. Simila ly, in he ield o educa ion, as Selby (2000) has a gued, ecological hinking in ol es a shi o a mo e holis ic wo ld iew and an awa eness o he in e connec ions and in e dependencies o issues o cul u e, de elopmen , en i onmen al and social jus ice, equi y, heal h, and peace, as well as he in e play be ween ou ou e and inne wo lds and be ween di e en disciplina y epis emologies. These ideas ha e special signi icance in he dynamic landscape o con empo a y highe educa ion, which aces complex challenges and o en un o eseen and/o unp edic able changes and e en s, such as shi s in go e nmen policy o he COVID-19 pandemic. The cons an ly e ol ing changes necessi a e s a egic, u u e-o ien ed planning and decision-making in add essing he mos c i ical ques ions ele an o uni e si ies oday: he p o ision o educa ion ha is accessible and equi able o all and ha mee s he changing needs o economies and socie ies; in e na ionalisa ion and he g owing linguis ic and cul u al di e si y a uni e si ies alongside he inc easing dominance o English in academia; inancial sus ainabili y and he inc easing compe i ion o unding; echnological ad ancemen s; and he well-being o bo h s uden s and s a . These ques ions a e linked o la ge social, economic, geopoli ical, echnological, ideological, and en i onmen al changes, which di ec ly o indi ec ly in luence highe educa ion, such as in ensi ying global mig a ion, deepening social inequali ies, escala ing a med and cybe con lic s and h ea s, inc easing poli ical/ideological pola isa ion, Ká oly, Kokkonen, Ge lande & Taalas 6 he p oli e a ion o misin o ma ion and disin o ma ion ha diminishes us in science, e hical issues su ounding AI, and he impending en i onmen al c isis. On a mo e p ac ical le el, in e es and in es men in lea ning languages o he han English is diminishing. These challenges a e ele an in he Finnish highe educa ion con ex , oo, and hey equi e lexibili y and con inuous adjus men s no only in ins i u ional s a egies and amewo ks bu also in mindse s, pedagogical p ac ices, and wo king cul u es. Mo i’s di e se oles and esponsibili ies The Cen e o Mul ilingual Academic Communica ion (Mo i), an independen uni wi hin he Uni e si y o Jy äskylä wi h which he con ibu o s o his book a e a ilia ed, is pa icula ly a ec ed by hese changes since i s ocus a ea and co e ac i i ies e ol e a ound language and communica ion. As language and communica ion a e ounda ional o e e y aspec o li e, including lea ning, social in e ac ion, academic knowledge cons uc ion, and science communica ion, Mo i’s sphe e o ope a ion has a wide- eaching in luence. This equi es an awa eness o eme ging changes in bo h he immedia e and b oade en i onmen , including an unde s anding o hei impac no only on Mo i’s ope a ions bu also on s uden s’ li es and expe iences. Bu hese changes also call o a p oac i e app oach and conc e e ac ions ins ead o me ely adap ing o ecen de elopmen s and unc i ically accep ing new ideas. Mo i’s s a s i es o emb ace change in all i s complexi y and unp edic abili y and mo e in he desi ed di ec ion by aking o wa d-looking s eps. In doing so, Mo i hopes o con ibu e o g adual bu meaning ul changes. This olume p o ides a o um o sha e ideas and inc ease he isibili y o Mo i’s pedagogical app oaches and p ac ices. The challenges iden i ied abo e a e a sha ed conce n ha equi e join e o and collabo a i e de elopmen o new ways o wa d.The nine con ibu ions in his olume demons a e how engaging in pedagogical inqui y and/o in c ea i e explo a ions shapes Mo i eache s’ hinking and p o essional iden i ies, de elops hei expe ise, and makes hem e lec on hei pedagogical p ac ices, wi h he o e all goal o enhancing and en iching s uden s’ lea ning expe iences.The ideas discussed in he chap e s a e in ended o inspi e eade s o e lec on hei cu en p ac ices and de elop he ield u he . As pa o he es ablishmen o he ne wo k o language cen es in Finland in he middle o he 1970s, a na ional cen e o hese uni s was es ablished a he Uni e si y o Jy äskylä (JYU). The main objec i e o his na ional cen e was o de elop and coo dina e uni e si y language educa ion a he na ional le el, de elop discipline-speci ic cu icula as well as eaching ma e ials, and o o e p o essional de elopmen aining o language cen e eache s. In 1977, an independen language cen e was also es ablished a JYU o o e deg ee-speci ic academic language and communica ion cou ses o all s uden s. As he language cen es a ound he coun y g adually became mo e au onomous, he na ional cen e in Jy äskylä shi ed i s ocus om coo dina ion and de elopmen o esea ch in he a ea o applied linguis ics. In 1996, he cen e was enamed he Cen e o Applied Language S udies (CALS). Today, CALS, which is pa o he Facul y o Humani ies and Social Sciences, has a s ong esea ch ocus on indi idual, communi y, and socie al language phenomena and plays a pi o al na ional ole in iden i ying challenges and p o iding esea ch-based solu ions. Because applied linguis ics has been, and emains, a p ominen ield o esea ch a JYU, he Language Cen e s a has had excellen oppo uni ies o pa icipa e in inno a i e esea ch p ojec s and be a membe In oduc ion 7 o a ib an esea ch communi y. O e he yea s, he ac i i ies o he Language Cen e g adually expanded as a esponse o he eme ging eal-wo ld de elopmen s and heo e ical ad ancemen s. The change in name om he Language Cen e o he Cen e o Mul ilingual Academic Communica ion (Mo i) in 2018, nea ly 40 yea s a e i s es ablishmen , indica es he b oadening o esponsibili ies as well as a quali a i e shi in i s ision and connec ion o con empo a y heo ies, esea ch, and pedagogical p ac ices. Mo i’s p ima y ask oday is o p o ide suppo o he lea ning o languages and academic/ esea ch communica ion o s uden s and s a , bu i s b oade mission is o p omo e mul ilingualism, c i ical language awa eness, and he de elopmen o in e cul u al compe ence ac oss all disciplines. Mo i’s wide- anging ope a ions, cen ed a ound language and communica ion, a e closely linked wi h he o e all unc ioning o he uni e si y om h ee key pe spec i es: as an educa ional and esea ch ins i u ion, as a wo kplace, and as a socie al agen . These h ee co e unc ions a e explici ly men ioned in he la es e sion o he o icial language policy o he Uni e si y o Jy äskylä (2015), o iginally published in 2003 as one o he i s o i s kind in Eu ope. In addi ion o he speci ic asks assigned o i , Mo i is esponsible o he gene al implemen a ion o he p inciples and alues se ou in he language policy. O e he yea s, we ha e de eloped in o a dynamic, mul ilingual, and mul icul u al p o essional lea ning communi y wi h a wo king cul u e ha emphasises collabo a ion, mu ual suppo , knowledge sha ing, and a collec i e o ien a ion o ac ion. Thus, mul ilingualism is iewed no only as a phenomenon and as a se o skills o be de eloped, bu also as an ope a ing cul u e, as “ways o hinking, wo king and co-cons uc ing” (Jalkanen & Nikula, 2020, p. 117). While eache collabo a ion and eam- eaching may b ing hei own challenges, esol ing ensions con ibu es o bo h p o essional and pe sonal g ow h (e.g., Dang e al., 2022). F om he pe spec i e o managemen , in cu iculum de elopmen wo k i is c ucial o suppo collabo a ion and agency a he han adop ing a op-down app oach o implemen a ion wi h an excessi e ocus on con ol and moni o ing (e.g., Englund & P ice, 2018; Hökkä e al., 2019). I he e o e becomes c ucial o conside and espec eache s’ indi idual ideas, app oaches, and solu ions as well as he pe spec i es o s uden s. In addi ion, he cu en con ex o highe educa ion, cha ac e ised as i is by e ol ing changes and a “cul u e o speed” (Be g & Seebe , 2016), equi es us o main ain a posi i e ou look and see he oppo uni ies in he cons an ly a ising challenges as well as o be mind ul o ou own and o he s’ well-being and che ish wha we ha e achie ed oge he as a communi y. As Ma ela (2014) pu i , “We . . . need wo k communi ies ha a e communi ies in he ue meaning o he wo d ecognizing us also on he a ec i e and ela ional le els” (p. 106). Mo i plays a cen al ole in p omo ing he alues and implemen ing he goals se ou in he uni e si y s a egy and language policy. Wi h a s a o abou 100, Mo i o e s nea ly 600 language and communica ion cou ses in 14 di e en languages, in a a ie y o modes. A wide ange o cou ses a e a ailable o s uden s ac oss all le els, along wi h cou ses and p o essional de elopmen p og ammes o uni e si y s a , ocusing on a ious aspec s o language, communica ion, and pedagogical compe ence. Mo i’s p ima y esponsibili y, howe e , emains implemen ing he manda o y communica ion and language s udies in Finnish, Swedish, and English, and in some cases in o he languages, as pa o he bachelo ’s and mas e ’s deg ee equi emen s a he na ional le el. Abou a decade ago, as heo e ical ad ancemen s we e made in he concep ualisa ions o language and language lea ning, Mo i s a ed o edesign he manda o y language and Ká oly, Kokkonen, Ge lande & Taalas 8 communica ion s udies a he unde g adua e le el, also p omp ed by he e ol ing needs o s uden s. The guiding p inciple was o mo e closely in eg a e hese s udies wi h s uden s’ subjec s udies and o e hem in a mo e imely manne . Such in eg a ion would enable he p og essi e de elopmen o academic and disciplina y li e acies h ough di e en languages. Thus, a he han iewing he de elopmen o hese li e acies in isola ion, hey we e o be seen as mu ually suppo i e mul ilingual p ocesses. The es uc u ed sys em o in eg a ed, mul ilingual, and discipline-speci ic language and communica ion s udies has been he la ges de elopmen p ojec in he his o y o Mo i. The wo k s a ed in 2013, and by 2020 i had encompassed all unde g adua e deg ee p og ammes. The new s uc u e is o en e e ed o by he ac onym UVK, which s ands o “uusiu u a kieli- ja ies in äopinno ” in Finnish. The manda o y cou ses now span he en i e du a ion o unde g adua e s udies, and hei con en is ailo ed o speci ic deg ee p og ammes. Designed in collabo a ion wi h he acul ies and depa men s, hey add ess he unique needs and disciplina y equi emen s o each p og amme (Jalkanen e al., 2016). A he same ime, he sys em e ains he co e elemen o lexibili y and is con inuously e iewed, which helps eache s iden i y he mos e ec i e p ac ices. Ou app oach has been in luenced no only by he g owing p e alence o mul ilingualism a he indi idual and socie al le el, bu also by he changing iews o language and o he ole o languages and mul ilingualism in he de elopmen o academic expe ise. (Fo a comp ehensi e o e iew o he heo e ical unde pinnings o he UVK s udies, see Jalkanen and Nikula, 2020.) The design, implemen a ion, and con inuous de elopmen o he new s udies equi es a e y di e en pedagogical cul u e and a shi in eache s’ mindse s. As educa ional expe Michael Fullan (2001, 2008) has poin ed ou , he es uc u ing p ocess mus go hand in hand wi h ecul u ing, an e o o change he way we do hings: a ype o ecul u ing “ ha ac i a es and deepens mo al pu pose h ough collabo a i e wo k cul u es ha espec di e ences and cons an ly build and es knowledge agains measu able esul s” (Fullan, 2001, p. 44). Teache s needed o accep ha hei own ideas ( he ones mos na u al and amilia o hem) ep esen jus one app oach, and o he eache s may adop , modi y, o e en ejec hese. Being open o, e lec ing on, and ac ing upon eedback is a basic social skill, and also pa o eache s’ p o essional compe ence. Thus, he es uc u ing p ocess has held a huge po en ial o p o essional de elopmen . I no only enables he in eg a ion o indi idual expe ise bu also helps eache s di ec ly expe ience how g oup dynamics and social compe ence wo k in p ac ice. One o he mos impo an changes o eache s has been o adap o new ways o hinking and wo king and look beyond he pe spec i e o eaching (in) a pa icula language. T adi ionally, colleagues, e en wi hin he same language g oup, may no ha e been awa e o each o he ’s pedagogical app oaches and eaching p ac ices, bu in he new sys em, e e y hing is done in collabo a ion: he eam membe s and eams exchange ideas and solu ions while making plans and decisions oge he and also sha e he esponsibili y, which leads o a new le el o anspa ency. In addi ion, i is essen ial o acknowledge and unde s and he s uden s’ pe spec i e. 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COVID-19 pandemic igge s 25% inc ease in p e alence o anxie y and dep ession wo ldwide. h ps://www.who.in /news/i em/02-03- 2022-co id-19-pandemic- igge s-25-inc ease-in-p e alence-o -anxie y-and- dep ession-wo ldwide F amewo k o mul ilingual and in e cul u al... 19 FRAMEWORK FOR MULTILINGUAL AND INTERCULTURAL COMMUNICATION COMPETENCE B inging o wa d a pedagogical pe spec i e and assessmen o lea ning Lo a Kokkonen & Teija Na i The ields o in e cul u al and mul ilingual communica ion a e in lux, and he e is a need o c i ically iew and enew ou hinking on he in e cul u al and mul ilingual communica ion compe ence being augh in highe educa ion (HE). Despi e he inc easing in e es in mo e c i ical app oaches o in e cul u al communica ion and in e cul u al compe ence, he e emains a lack o clea lea ning ou comes ha would help lea ne s and eache s concep ualise and e balise wha a e he compe encies hey a e expec ed o each and lea n. Fo HE pedagogical pu poses, bo h lea ne s and eache s would need explici and clea lea ning ou comes o s uden s o be e e lec on and e balise wha hey ha e lea ned and how hey can ope a e in di e se con ex s and si ua ions a e g adua ing om an ins i u ion ha p omo es in e na ionalisa ion as a pa o i s cu iculum. In his chap e , we d aw om di e en models, heo ies, and amewo ks o in e cul u al and mul ilingual communica ion compe ence o c ea e a pedagogical ool and a amewo k o help eache s and s uden s be e e lec , analyse, and e balise he mul ilingual and in e cul u al communica ion compe ence needed in an e e -globalising wo ld. We p esen a de ini ion o mul ilingual and in e cul u al communica ion compe ence (MICC) and a amewo k whe e compe ence is di ided in o he elemen s o mo i a ion and a i udes, skills, and knowledge. The amewo k also con ains lea ning ou comes ha can be applied when assessing MICC. The amewo k o MICC is no a measu ing ool no is i o be used o summa i e assessmen . We iew assessmen as assessmen o lea ning and gi ing and ecei ing eedback on MICC, which is a si ua ional, con ex ual, and li e-long p ocess. Th ough his mo e c i ical app oach o cul u e and in e cul u al communica ion, we also ques ion he s a ic and e alua i e unde s anding o in e cul u al communica ion compe ence (ICC). The amewo k highligh s issues o language, powe , and mul ilingual communica ion as a pa o he compe ence needed when people pe cei e each o he as ep esen ing di e en cul u al backg ounds and/o ha ing di e en linguis ic epe oi es. Keywo ds: Mul ilingual and in e cul u al communica ion compe ence amewo k, assessmen o lea ning, eedback F amewo k o mul ilingual and in e cul u al communica ion compe ence B inging o wa d a pedagogical pe spec i e and assessmen o lea ning Kokkonen & Na i 20 Kul uu ien älisen ies innän ja kieli ie eiden ken illä on meneillään e ilaisia mu oksia ja muu oksia. Näiden pa adigmamuu os en johdos a kieliä ja kul uu eja ei esime kiksi enää a kas ella ainoas aan yksi äisinä muu uma omina kokonaisuuksina, aan ne nähdään muu u ina ja neu o el a ina. Muu os en myö ä kul uu ien älisen uo o aiku uksen ja kiel en osaamisen käsi ei ä on myös syy ä a kas ella uusis a näkökulmis a. Uuden u kimuksen alossa esime kiksi monikielisen uo o aiku uksen käsi e on syy ä ni oa osaksi kul uu ien älisen uo o aiku usosaamisen käsi e ä. Kul uu ien älisen ies innän ken ällä on esi e y aih oeh oisia malleja ja apoja ymmä ää ja a kas ella uo o aiku usosaamis a, mu a konk ee ise osaamis a oi ee ai osaamisen sanoi amiseen äh ää ä esime ki o a ielä ha assa. Ko keakoulukon eks issa ja ilan eessa, jossa opiskelijoiden ensisijaise a pee lii y ä oman monikielisen ja kul uu ien älisen osaamisen lii ämiseksi osaksi muu a aka eemis a asian un ijuu a, a i aan konk ee isia pedagogisia yökaluja ja älinei ä ämän osaamisen sanoi amiseksi ja kehi ämiseksi. Tässä lu ussa esi elemme monikielisen ja kul uu ien älisen uo o aiku usosaamisen ii ekehyksen (mul ilingual and in e cul u al communica ion compe ence, MICC), jonka a oi eena on au aa sekä ope ajia e ä opiskelijoi a e lek oimaan, analysoimaan ja sanoi amaan opinnoissa ja yöelämässä a i a aa monikielis ä ja kul uu ien älis ä uo o aiku usosaamis a. Sen lisäksi, e ä lu ussa ku a aan, millaisena ilmiönä monikielinen ja kul uu ien älinen uo o aiku usosaaminen oidaan nähdä, siinä esi ellään e ilaisiin ie oihin, ai oihin, sekä asen eisiin ja mo i aa ioon lii y iä osaamis a oi ei a, jo ka kaikki oi a osal aan aiku aa monikieliseen ja kul uu ien äliseen uo o aiku usosaamiseen kulloisessakin ilan eessa ja/ ai kon eks issa. Vii ekehys ä ei ole a koi e u o maalin a ioinnin älineeksi, aan ii ekehys oimii osaamisen e lek oinnin ja sanoi amisen apu älineenä. A ioin i nähdään näin ollen nimenomaan e lek iona ja e aispalau eena. Asiasana : Monikielisen ja kul uu ien älisen uo o aiku usosaamisen ii ekehys, osaamisen sanoi aminen ja e lek oin i, palau e F amewo k o mul ilingual and in e cul u al... 21 In oduc ion Highe educa ion (HE) as well as language and communica ion eaching wi hin HE is pa o he accele a ed globalisa ion and in e na ionalisa ion. This p ocess leads o a mo e di e se wo king li e as well as o new equi emen s o p o essionals o be able o collabo a e and wo k wi h people om a ious backg ounds in a wo ld o changing alues and no ms. Uni e si ies and o he HE ins i u ions a e ealising ha in e na ionalisa ion equi es in e cul u al communica ion compe ence (ICC) o success ul in e ac ion wi h di e se pee s and a maximised collegia e expe ience (G i i h e al., 2016). Inc eased in e na ionalisa ion in HE o en means a g ea e numbe o o eign s uden s and a mo e cul u ally and linguis ically di e se acul y. This change is an impo an elemen o he in e na ionalisa ion p ocess, as he p esence o in e na ional s uden s and oppo uni ies o s udy ab oad o e aluable po en ial oppo uni ies o lea ning (Spence - Oa ley & Daube , 2019). In e na ionalisa ion, howe e , is mo e han c oss-bo de mobili y. The equi ed compe encies a e equally ele an e en i lea ne s ne e eside in ano he socie y, o e en in ano he place wi hin hei own coun y. Fo hose ha will no a el he wo ld, i s “ hey will none heless encoun e sojou ne s and need o unde s and hei expe ience and communica e wi h hem and, secondly, he e y ac ha hey may no become sojou ne s means ha hey need he pe spec i e ha challenges wha hey assume is no mal and na u al” (By am, 2021, p. 4). Accompanying hese shi s is an acknowledged need o ins i u ions o espond o he needs o in e na ionalisa ion and o p omo e ICC as pa o he cu iculum. De in (2010) has igh ully poin ed ou ha when he concep o in e cul u al compe ence is being in oduced, “one needs o de elop ways o making su e ha i is de eloped” (De in 2010, p. 156). Resea che s in sociology, an h opology, psychology, educa ion, and communica ion, o name a ew ields, ha e o decades aimed a unde s anding wha i akes o a pe son o communica e e ec i ely in di e se con ex s and in e cul u al encoun e s. Di e en concep s, such as in e cul u al sensi i i y (Benne , 1993) and in e cul u al communica i e compe ence (By am, 2021), a e being used when s udying he phenomenon. He e we use he e m in e cul u al communica ion compe ence o highligh he idea ha compe ence akes place and is being nego ia ed wi hin in e ac ion (Spi zbe g & Cupach, 2002). The in e cul u al si ua ion could be de ined as “one in which he cul u al dis ance be ween he pa icipan s is signi ican enough o ha e an e ec on he in e ac ion/communica ion ha is no iceable o a leas one o he pa ies” (Spence -Oa ey & F anklin, 2009, p. 3). Ye , since we unde s and cul u e as an abs ac concep (e.g., Pille , 2017), o be discussed la e , we add ha a he han cul u al di e ences being “objec i e ac s”, we see in e cul u ali y as some hing whe e in e locu o s ha e in e subjec i e in e p e a ions o so-called cul u al di e ences (o simila i ies) among each o he . Ex ending Spi zbe g’s (2015) idea ha “cul u es do no in e ac — people do” (p. 24), we also see ha cul u es only ma e o he ex en hey a e “mani es ed in and h ough people in in e ac ion” (p. 24). Ea lie esea ch, as well as many con empo a y s udies, ha e aimed a measu ing and e alua ing in e cul u al compe ence by using quan i a i e me hodology (see A asa a nam- Smi h, 2017, o an o e iew o he de elopmen o he concep o ICC). Wi h he de elopmen and alida ion o s anda dised measu emen ools (e.g., Chen & Gab enya, 2021), some schola s ha e ques ioned “whe he i is ui ul o use he e m compe ence in o de o desc ibe he po en ial and desi able ou comes o in e cul u al lea ning” (Zo zmann, Kokkonen & Na i 22 2014, p. 168) and whe he he e eally is a need o assess in e cul u al compe ence (Bo ghe i, 2017). When using he e m in e cul u al communica ion compe ence, we ealise ha he discussions a ound he concep a e no only a ound he di e en elemen s o ac o s ela ed o ICC, bu also a ound he on ological na u e o he phenomenon. Fo example, whe he ICC is seen as a ai , a skill, o a pe o mance ou come is e y much s ill deba ed (G i i h e al., 2016). The c i ique o he exis ing models and heo ies o ICC is o en ocused on hose e e ences whe e compe ence is iewed only om a cogni i e pe spec i e as being subjec i e and hence unp edic able (e.g., Zo zmann, 2014). Fo example, By am and Guilhe me (2010) poin ou he ollowing: “The concep o compe ence is o en used o seize he dynamics o some hing luid and unp edic able implied by an in e cul u al ela ion and communica ion wi h no ions o skills, abili ies and capaci ies, and hen o desc ibe and e alua e hem” (p. 5). Howe e , hey also indica e ha “ he wo d in e cul u al exp esses he impac o he unexpec ed, he su p ising, he po en ial a he han he p e-s uc u ed, he o eseen o he expec able.” (p. 5). Indeed, many schola s iew compe ence as inhe en ly s a ic and as a e m ha aims a cap u ing some hing ha could also be seen as luid and unp edic able (see, e.g., By am & Guilhe me, 2010; Zo smann, 2014). Howe e , in he ield o communica ion o he pe spec i es on communica ion compe ence, namely he ela ional app oach, is being discussed and applied o b oaden he unde s anding o wha communica ion compe ence is and how i can be de ined (see, e.g., Spi zbe g, 2013; Spi zbe g & Cupach, 2009). Some schola s ha e sugges ed ha a pa adigm shi is occu ing in he ield o in e cul u al communica ion (Fe i, 2018; Pou iainen, 2014), o a leas u bulence (De in & Tou nebise, 2013) ha e lec s a b oade de elopmen in he humani ies and social sciences (Bauman, 2012). Many c i ical schola s p omo ing his shi see cul u e and in e cul u al communica ion as lexible, luid, con adic o y, poli ical, and ideological cons uc s (e.g., De in, 2010; Halualani & Nakayama, 2011; Holliday, 2010; Pille , 2017). Ins ead o ocusing on c oss- cul u al compa isons, whe e na ional cul u es a e iewed as p ede e mined explana ions o human in e ac ion, c i ical schola s ha e p esen ed app oaches ha ocus on he complexi y o mic o-le el si ua ions o communica ion. He e mac o condi ions and s uc u es o powe a e a play wi hin p ocesses o communica ion (Halualani & Nakayama, 2011), and di e se p e igu ed cul u al e e ences a e nego ia ed and co-cons uc ed, “pe o med” (F ame, 2017) in a b oade p ocess o sensemaking (Weick e al., 2005). The changes in he ield ha e b ough he need o mo e away om models and de ini ions o ICC ha ely on na ional cul u e g oups and singula cul u al iden i ies owa d a luid, dynamic, con es ed na u e o cul u es, mul iple cul u al iden i ies, and in e cul u al in e ac ions (e.g., De in, 2010; Holliday, 2016; Ma in & Nakayama, 2015). Many heo ies ha e also been c i icised o neglec ing language as pa o ICC (e.g., Ma in & Nakayama, 2015; Pille , 2017). As eache s in in e cul u al communica ion and linguis ics in HE, we see in ou e e yday wo k ha s uden s need mo i a ion, knowledge, and skills o ope a e in di e se en i onmen s. We also know ha simply asking s uden s o in e ac wi hin cul u ally di e se con ex s and si ua ions could lead o undesi able ou comes and, o example, enhance s e eo ypes o “ he o he ” (e.g., Holmes, 2005; 2006; Holmes & O’Neill, 2005). Despi e he la es de elopmen in in e cul u al communica ion educa ion in he con ex o HE (see Sommie e al., 2021; 2023) and he jus i ied c i ique o many exis ing concep ualisa ions o ICC, he e emains a eal need o s uden s, acul y, and adminis a o s alike o be able o desc ibe, e lec on and enhance he compe encies equi ed in con empo a y and u u e s udies. This need ex ends as F amewo k o mul ilingual and in e cul u al... 23 well o wo king li e, which is ine i ably becoming mo e di e se han be o e. In his chap e we p esen ou amewo k o mul ilingual and in e cul u al communica ion compe ence (MICC) ha aims a add essing his need. I is possible o de elop and enhance MICC in HE (see Dea do , 2017; Olbe z-Sii onen, 2021) and ou amewo k helps lea ne s o e lec , analyse, and e balise he compe ence hey need and ha is expec ed om hem wi hin mul ilingual and in e cul u al encoun e s. The MICC amewo k is de eloped i s and o emos o se e pedagogical needs as well as suppo he lea ne s in he HE con ex . The MICC amewo k combines elemen s o ICC and mul ilingual communica ion compe ence and emphasises he in e p e a i e and si ua ional na u e o he phenomenon. Following he mo e c i ical app oaches o cul u e and in e cul u ali y, we ques ion he s a ic and e alua i e unde s anding o ICC bu simul aneously d aw on knowledge o possible di e en elemen s and lea ning ou comes om a ious exis ing ca ego isa ions and s udies concep ualising ICC. In his chap e we discuss assessmen in ela ion o MICC and ways o design assessmen o MICC ha suppo s li e-long lea ning (Gibbs & Simpson, 2004), e lec s he c i ical unde s anding o in e cul u ali y (e.g., De in, 2015; Holliday, 2015; Nakayama & Ma in, 2015), and ollows he si ua ional and con ex ual app oach on communica ion compe ence (Spi zbe g & Cupach, 2002). We i s o e a b ie in oduc ion o he con ex o lea ning he amewo k has been de eloped o . This is ollowed by a heo e ical ounda ion o he amewo k and ou de ini ion o mul ilingual and in e cul u al communica ion compe ence. As he inal pa o he heo e ical ame, we elabo a e ou app oach conce ning he assessmen o MICC. In he second pa o he a icle, we desc ibe how he amewo k was de eloped and wha di e en elemen s and lea ning ou comes can be used when gi ing and ecei ing eedback on MICC. Finally, we emphasise he pedagogical iewpoin s we conside impo an when applying he MICC amewo k in an HE con ex . Desc ibing he con ex : Lea ning mul ilingual and in e cul u al communica ion as a pa o uni e si y deg ees Ou con ex o he de elopmen o mul ilingual and in e cul u al communica ion compe ence is highe educa ion, mo e speci ically he communica ion and language s udies o e ed a he Cen e o Mul ilingual Academic Communica ion, a he Uni e si y o Jy äskylä, Finland. Mos o he s uden s cu en ly in Finnish HE ha e ecei ed hei schooling in Finland. De in (2010), who is amilia wi h he Finnish con ex (see De in & Hahl, 2015), claims ha in adi ional language eaching and lea ning, in e cul u ali y is o en con used wi h concep s like c oss-cul u al, mul i-cul u al o ans-cul u al. These, acco ding o De in (2010, p. 156), “do no ake he same goals” as in e cul u ali y does when i is de ined om a mo e c i ical pe spec i e. Mo eo e , ou side Finland adi ional language eaching migh be designed o o e lea ne s oppo uni ies o challenge hei iews o he singula a ge language and i s use s and e lec on possible s e eo ypes and p ejudices conce ning a ge -language coun ies (e.g., By am, 1997; 2021). This kind o pe spec i e migh aim a explaining how so-called cul u es in luence communica ion, bu no how communica ion a ec s cul u es (see Halualani & Nakayama, 2011; Pille , 2017). I can lead o a s uden s’ wish o lea n abou o he , o en na ional, cul u es as a pa o hei goals o in e cul u al lea ning (Siljamäki & An ila, 2022). Kokkonen & Na i 24 In hei language lea ning and acqui ing o esou ces, Finnish s uden s bene i om how Finnish educa ional and language policy includes wo na ional languages (Finnish and Swedish) as well as om ha ing a leas one o eign language augh a schools. These languages augh a schools equip s uden s wi h language esou ces, e en hough hese esou ces a e seen as linked o dis inc and sepa a e languages. When he s uden s who ha e done hei schooling in Finland en e he Finnish HE, uni e si y language policies o e hem he oppo uni y o acqui e mo e academic esou ces in hese h ee languages o mo e. Na u ally, uni e si y s uden s also ha e linguis ic and semio ic esou ces o he han hose p o ided by he educa ional sys em. Because s uden s do ha e mul iple language esou ces, his e sa ili y enables, a he uni e si y le el, lea ning and p ac ices ha a e mul ilingual (see Pi honen, 2023). Fu he mo e, in cou ses whe e in e cul u al communica ion is being augh h ough in e ac i e and collabo a i e pedagogical me hods, s uden s ha e he oppo uni y o in e ac in in e na ional and mul ilingual g oups. Howe e , many o ou s uden s’ concep ualisa ions o cul u es and languages a e na u ally based on hei p e ious expe iences o lea ning abou cul u es and languages. C i ical in e cul u ali y as well as mul ilingual communica ion a e hus new concep s and ep esen no el pe spec i es o many o hem (see Kokkonen e al., 2022; Pi honen, 2023). Rela ional and in e p e a i e pe spec i es o mul ilingual and in e cul u al communica ion compe ence Recen schola ly e iews ha e syn hesised unde s andings o in e cul u al compe ence (e.g., A asa a nam-Smi h, 2017; Dea do , 2009; Holliday, 2016; Holmes & O’Neill, 2012; Spi zbe g & Changnon, 2009), bu he p ocesses unde pinning how indi iduals acqui e and e alua e hei ICC, and whe e i esides, con inue o be deba ed. Schola s a y undamen ally in how hey iew he on ological and epis emological na u e o he phenomenon, and o example, conside able di e ences exis in he app oaches o he con ex uali y o communica ion compe ence as well as in seeing ICC as a ai , a skill, o a pe o mance ou come (G i i h e al., 2016). Wha is mo e, he pa adigm shi s in he ields o in e cul u al communica ion (e.g., De in & Tounboise, 2013; Fe i, 2018; Pou iainen, 2014) and linguis ics (e.g., Cohen & Kassis-Hende son, 2017) ha e ine i ably led o a mo e c i ical discussion on he aims o eaching and lea ning o in e cul u al and mul ilingual communica ion compe ence. In esea ch, a pos posi i is app oach o ICC con inues o be dominan (e.g., Peng e al., 2020). This is unde s andable, since heo y and measu ing ins umen s o ICC ha e p ima ily se ed hose wan ing o es , assess, ain, and sc een he sui abili y o indi iduals o in e na ional assignmen s (see A asa a nam-Smi h, 2017 o an o e iew). This posi i is ic no ion o measu ing and e alua ing ICC as a pe sonal ai o abili y emains s ong (e.g., Chen & Gab enya, 2021), bu c i ical oices ha e also ques ioned he measu emen o ICC (e.g., Zo zmann, 2014). Some ha e hus sugges ed o he ela ed concep s o e ms o discuss he phenomenon om a di e en pe spec i e, and new concep s and e minology ypically su ace when schola s wish o dis ance hemsel es om cu en scien i ic and possible poli ical use o he exis ing concep s (e.g., De in, 2010). Though many amous ICC ins umen s may well ha e a solid heo e ical ounda ion, hey can s ill su e om sel -assessmen bias. Mos indi iduals esponding o sel - epo ing ques ionnai e i ems will know “how o look cul u ally sensi i e and knowledgeable” (Kealey, F amewo k o mul ilingual and in e cul u al... 31 engagemen o hose lea ning and in ol ed in he assessmen o MICC (see Willis, 2011). This, we hope, will encou age c i ical discussion on he unde lying assump ions and on ological ques ions o MICC as well as allow he pe spec i es o hose indi iduals pa icipa ing in he in e ac ion and assessmen o be su aced, whe he hese be Wes e n, A ican, p i ileged, non- p i ileged, o any o he . The lis ing o di e en elemen s and lea ning ou comes is no a inal desc ip ion and concep ualisa ion o MICC. Ra he , he lis s and e balisa ions a e o be used as a s a ing poin o a discussion and c i ical e lec ions among pa icipan s. By examining, c i ically discussing, and nego ia ing he sugges ed lea ning ou comes, s uden s would ha e a possibili y o o mula e a holis ic unde s anding o MICC. The idea is ha pa icipan s hemsel es ind hose elemen s and lea ning ou comes hey conside ele an in he gi en con ex and si ua ion. The pee eedback should also be based on hese discussions and ag eed a ge s. The c ea ion o he MICC amewo k wi h lea ning ou comes and assessmen ook place in many phases. Ou i s s ep was an exhaus i e li e a u e e iew on ICC, language, and mul ilingual communica ion. As a esul o he li e a u e e iew, we c ea ed a de ini ion o MICC and a lis o elemen s ha we e di ided in o h ee ca ego ies: knowledge, skills, and a i udes and mo i a ions (see Tables 1, 2, and 3). This was ollowed by he c ea ion o clea and consis en lea ning objec i es. Ins ead o p o iding a means o e alua ion o assessmen o lea ning, he pu pose o lis ing he di e en elemen s and lea ning ou comes was o c ea e a p ac ical ool and a amewo k o pedagogical needs o A L. To c ea e hese elemen s and lea ning ou comes o MICC, we ha e u ilised some well- known models o in e cul u al compe ence (see A asa a nam-Smi h, 2017; Chen & Gab enya, 2021; Peng e al., 2020) as well as li e a u e on c i ical in e cul u ali y and in e cul u al communica ion compe ence (e.g., De in, 2010; 2015; Holliday, 2016; Nakayama & Ma in, 2015). Fu he mo e, o include he elemen s o mul ilingual communica ion se e al amewo ks and models we e u ilised. I is no wi hin he scope o his chap e o p o ide a comp ehensi e accoun o he models and amewo ks o ICC no o mul ilingual communica ion; ins ead we simply lis he used amewo ks, models, and heo ies he e: • In eg a ed Model o In e cul u al Communica ion Compe ence (A asa a nam, 2006; A asa a nam, Bane jee, & Dembek, 2010) • De elopmen al Model o In e cul u al Sensi i i y (Benne , 1986; Hamme e al., 2003) • In e cul u al Compe ence Model (By am, 1997, 2021) • P ocess Model o In e cul u al Compe ence (Dea do , 2006) • In e cul u al Compe encies Dimensions Model (Fan ini, 2009, 2012) • Anxie y/ Unce ain y Managemen (AUM) Model (Gudykuns , 1993, 1995) • In eg a i e heo y o communica ion and c oss-cul u al adap a ion (Kim, 1998, 2015) • Cul u al pe spec i e on language lea ning and eaching (K amsch, 1993, 2009) • MAGICC concep ual amewo k (Modula ising Mul ilingual and Mul icul u al Academic Communica ion Compe ence, p ojec ) (Räsänen e al., 2013) • F amewo k o e e ence o plu alis ic app oaches o languages and cul u es (FREPA) by Council o Eu ope (2013) • Common Eu opean F amewo k o Re e ence o Languages, (CEFR), Companion olume (Council o Eu ope 2020). Kokkonen & Na i 32 To help us in he wo ding o he possible lea ning ou comes, we also used se e al e e ences ha o e concep ualisa ions and desc ip ions o ICC and mul ilingual communica ion as well as di e en lea ning ou comes (e.g., Blommae , 2010; By am, 1997, 2021; Jackson, 2015; Kim, 2015; Lenz & Be hele, 2010; Ma o ana e al., 2021; Spi zbe g, & Changnon, 2009). As explained ea lie , many o he exis ing models and amewo ks men ioned abo e ha e limi a ions ha p e en us om applying any o hem as such o ou pu poses. As s uden s we e ou ocus, a e collec ing all he possible elemen s om he li e a u e, he lis o di e en elemen s and lea ning ou comes was na owed down. The i s c i e ion was o ule ou hose de ini ions, elemen s, and lea ning ou comes ha e lec an essen ialis iew o cul u e (see De in, 2010; Holliday, 2010). In addi ion, hose elemen s ha could be labelled as pe sonali y ai s (e.g., Spi zbe g, & Cupach, 2002) we e uled ou since i is no ou ask a he uni e si y o aim a changing anyone’s pe sonali y bu o enhance mul ilingual and in e cul u al communica ion compe ence. We also combined and simpli ied o e lapping elemen s. A his poin , a eam o Mo i colleagues, as expe s on he con ex , pa icipa ed in he selec ion o he elemen s and wo ding o he lea ning ou comes wi hin he amewo k. As a inal s ep, a g oup o bo h Finnish and in e na ional uni e si y s uden s (N = 24) wo ked wi h he amewo k by discussing he di e en elemen s and lea ning ou comes, p oducing sugges ions o he wo ding o he lea ning ou comes. As a esul o his p ocess, ou inal lis con ains 23 elemen s and al oge he 60 lea ning ou comes lis ed in Tables 1, 2, and 3 below. The e is a s ong emphasis on he amewo k ha e en i he o iginal selec ion and lis ing o he di e en elemen s is done by us and he eam o eache s wo king a Mo i, hese di e en elemen s which a e o e lapping and in e wined need o be discussed, decons uc ed and econs uc ed (see De in, 2015) wi h hose assessing he communica ion si ua ion. F amewo k o mul ilingual and in e cul u al... 33 Table 1 A i udinal and mo i a ional elemen s o he MICC amewo k Elemen /Aspec  Lea ningou comes Respec and in e es /openness owa ds di e si y • Posi i e ou look on and in e es in di e si y • Willingness o wi hhold judgmen s • Mo i a ion o lea n abou cul u es and di e si ies Empa hy • Willingness o s ep in o someone else’s shoes • Mo i a ion o imagine as well as in ellec ually and emo ionally pa icipa e in o he s’ expe iences • Willingness o unde s and o he s’ expe iences and wo ld iews Mo i a ion and willingness o engage in in e pe sonal ela ionships / communica ion si ua ions wi h cul u ally di e se people and/o using di e en language epe oi es • Willingness and mo i a ion o engage in in e ac ion wi h people om di e en backg ounds • Willingness o unde s and di e en ways o ini ia ing, de eloping and main aining in e pe sonal ela ionships • Mo i a ion o build and main ain di e se social ne wo ks  Flexibili y • Willingness o adap one’s communica ion o he con ex , si ua ion and o he pa icipan s • Willingness o ques ion exis ing gene alisa ions, s e eo ypes and p ejudices • Willingness o ake complexi y in o accoun and o a oid gene alisa ions • Willingness o conside di e en o ms o mul ilingualism Awa eness o cul u al in e p e a ions and judgmen s • Acknowledging powe ela ions such as in e io i y / supe io i y • Willingness o c i ically iew and le el ou exis ing powe hie a chies Con idence in cul u ally and linguis ically di e se se ings, si ua ions and ela ionships • Posi i e ou look and con idence in in e cul u al and mul ilingual con ex s and si ua ions • Mo i a ion o accep and manage one’s own and o he s’ unce ain y and anxie y in di e se con ex s and si ua ions A i udes owa d languages and linguis ic epe oi es • Acknowledging he alue o all language compe ence, e en pa ial compe ence Kokkonen & Na i 34 Table 2 Knowledge elemen s o he MICC amewo k Elemen /Aspec  Lea ningou comes Knowledge o communica ion, languages, mul ilingual epe oi es, and di e en pe spec i es on cul u e(s) and language(s)  • Unde s anding how communica ion in luences and shapes ou unde s anding o cul u es • Unde s anding ha he e a e di e en pe spec i es on languages and language lea ning Knowledge and unde s anding o he complexi ies o cul u e, in e cul u ali y, language and mul ilingual communica ion • Unde s anding ha cul u es a e abs ac , dynamic concep s ha a e nego ia ed in in e ac ion • Knowledge abou cons uc ing and nego ia ing cul u al and linguis ic iden i ies Knowledge and unde s anding o aspec s o powe in in e cul u al and mul ilingual communica ion • Unde s anding he connec ions be ween language use, language compe ence and powe on pe sonal as well as socie al le els (social ela ionships, global and poli ical con ex s) • Knowledge on p io i ies, p i ileges, powe , and p ide linked o cul u al and linguis ic iden i y nego ia ions Knowledge o one’s alues, no ms, beha iou , and iden i y/iden i ies • Awa eness o one’s own alues, a i udes, no ms, beha iou , and iden i y/iden i ies Knowledge o p ocesses o o he ing, ca ego isa ion and s e eo ypes and how hey a e mani es ed in communica ion • Unde s anding he meaning o ca ego isa ions, s e eo ypes and p ejudices • Knowledge o o he ing, ca ego isa ions, s e eo ypes and how hey a e used, mani es ed, enhanced and challenged in communica ion • Unde s anding o how disc imina ion is linked o expe iences o accep ance, belonging and sel -es eem Knowledge o wha e okes s ong eelings, such as unce ain y and ambigui y, and how o manage hem • Unde s anding ha no el si ua ions and con ex s can e oke (s ong) emo ional eac ions • Knowledge o how o manage s ong emo ions and eelings in no el si ua ions and con ex s Knowledge o elemen s and p inciples o communica ion in di e se se ings and con ex s • Unde s anding ha one’s own way o communica ing ( e bally and non- e bally) can be in e p e ed di e en ly in di e en con ex s, si ua ions, and ela ionships • Unde s anding ha e ec i eness and app op ia eness in communica ion a e si ua ional and con ex ual Knowledge o language di e si y and mul ilingualism  • Knowledge o a a ie y o s a egies o manage he coexis ence o se e al languages in unde s anding a si ua ion and how o employ one’s own mul ilingual p o ile o s eng hen, en ich and di e si y access o in o ma ion, p ocessing, e aining and classi ying new in o ma ion. • Knowledge o luidi y and dynamism o languages and ways o language use Knowledge o languages and language lea ning  • Knowledge o one’s own language compe ence and how o enhance language and mul ilingual compe encies • Knowledge o assessing and e alua ing language compe encies F amewo k o mul ilingual and in e cul u al... 35 Table 3 Elemen s o skills wi hin he MICC amewo k Elemen /aspec  Lea ningou comes Flexibili y and adap abili y • Abili y o adap one’s e bal and non e bal communica ion acco ding o he si ua ion, con ex and pa icipan s • Abili y o ake in o conside a ion mul iple pe spec i es • Abili y o p ocess and eac o new and no el in o ma ion • Abili y o adap language use o new si ua ions and o o mula e hough s in di e en ways. • Abili y o shi be ween languages in o de o ha e si ua ional lexibili y and adap abili y o con ibu e o unde s anding and he pa icipa ion o membe s wi h di e se mul ilingual and mul icul u al p o iles. Emo ion egula ion • Tole ance o ambigui y: abili y o accep ambigui y and lack o cla i y and deal wi h i cons uc i ely • Abili y o egula e and manage one’s emo ions and eelings in di e se si ua ions and con ex s • Abili y o suppo o he s in si ua ions, con ex s and/o ela ionships wi h high unce ain y In e pe sonal communica ion skills (in o de o c ea e and main ain social ne wo ks / in e pe sonal ela ionships) • Abili y o ini ia e, main ain and enhance in e pe sonal ela ionships in di e se con ex s and wi h indi iduals om a ious backg ounds • Abili y o lis en and exp ess lis ening app op ia ely and e ec i ely in di e se con ex s and si ua ions • Abili ies o a gue and nego ia e in di e se se ings • Abili ies o gi e and ecei e social suppo app op ia ely and e ec i ely in di e se se ings Skills o e lec on and analyse one’s own and o he s’ communica ion  • Abili y o unde s and one’s own p e iously li ed eali y, alues, no ms and beha iou , and how hese a e mani es ed in communica ion wi hin di e se con ex s, si ua ions, and ela ionships • Abili y o e lec on di e en elemen s o communica ion • Abili y o analyse, iden i y and compa e linguis ic elemen s in di e en languages and in mul ilingual in e ac ion C i ical hinking skills • Abili y o suspend judgmen • Abili y o c i ically iew hings om a ious pe spec i es • Abili y o c i ically e lec one’s in e p e a ions in communica ion Languageskills • Abili y o analyse linguis ic da a and unde s and how discou se con ibu es o he cons uc ion o in o ma ion, opinions, ideas, ideologies and consciousness. • Abili y o communica e app op ia ely and e ec i ely in di e se con ex s and si ua ions • Abili y o use e o mula ions, simpli ica ions, epe i ions, ulga isa ion and exempli ica ion, and ansla ions in o de o make onesel unde s ood in he language o ins uc ion o ano he common language Mul ilingual skills • Abili y o use/exploi one’s plu ilingual epe oi e, and adap language use in plu ilingual si ua ions, e.g., b eaking down he complica ed in o ma ion/ pa aph asing and/o es uc u ing o co e gaps in ocabula y o s uc u e ( lexibili y) • Abili y o use codeswi ching and code-mixing as communica i ely and con ex ually unc ional de ices • Abili y o manage he coexis ence o se e al languages in in e ac ion and o swi ch smoo hly om one language o ano he • Abili y o exploi in e ac ion o language lea ning and enla ging one’s own mul ilingual and mul icul u al p o ile Kokkonen & Na i 36 Pedagogical guidelines o applying he amewo k In he inal pa o his chap e , we o e pedagogical guidelines on applying he amewo k. Due o he s ong adi ion o iewing in e cul u al compe ence as a posi i is ic phenomenon, we hope ha he amewo k will be p ima ily seen and used as a ool o pee eedback and sel - e lec ion and no as a measu ing ins umen aimed a he e alua ion and assessmen o lea ning. Re u ning o an es ablished concep , like in e cul u al compe ence, which has p e iously been employed in essen ialis schola ship, has i s challenges. By e aming so- called adi ional concep s o suppo non-essen ialis claims, we s ill migh be li ing wi h he posi i is ic hough o measu ing o success. Holliday (2023) calls his “a icky business” and poin s ou ha he e is a isk o c i ical claims ending “wi h posi i is me hodologies, bu also wi h he posi i is desi e o measu e, ack change and quan i y appa en success o sa is y neolibe al agendas” (p. 152). Fo his eason, we will highligh he unde lying assump ions o he amewo k and o e some p ac ical ad ice ha is de i ed om s uden s’ expe iences and ou p e ious esea ch on he opic (see Kokkonen & Na i, 2023). As s a ed ea lie , he aim o he MICC amewo k is no o depic he s uden s as “in e cul u al pe o me s” (Fe i, 2014). MICC is “an in e ence, no an abili y” (e.g., Spi zbe g, 2015), and as such i is a malleable cons uc ha may be de eloped h ough educa ion and/ o expe ience (Bo ghe i, 2017) as well as imp o ed in highe educa ion (De in, 2010; G ege sen-He mans, 2017). E en i MICC is seen as an in e p e a ion o app op ia e and e ec i e communica ion in a gi en si ua ion and con ex , he di e en elemen s o a i udes, knowledge and skills ela ed o MICC can be enhanced h ough educa ional expe ience and hey a e in use when ecognising he mos app op ia e and e ec i e way o ac in a gi en con ex , si ua ion and ela ionship (Bo ghe i, 2017; Pakdel, 2011). The amewo k o MICC can be applied and used as a ool o gi ing and ecei ing eedback as well as o e lec ing on one’s communica ion in a ce ain si ua ion and con ex . Assessmen is conduc ed h ough pee eedback and sel - e lec ions. Feedback is based on he selec ed and discussed elemen s o MICC, and he si ua ional and con ex ual na u e o he phenomenon needs o be aken in o conside a ion. The only ones able o assess wha is being in e p e ed as e ec i e and app op ia e in a gi en si ua ion and con ex a e he ones pa icipa ing in ha in e ac ion (Gibbs & Simpson, 2005; see also Olbe z-Sii onen, 2021). The amewo k and A L need o be discussed wi h hose pa icipa ing in he eedback p ocesses in o de o hem o • ge o know he mul ilingual and in e cul u al communica ion compe ence as a phenomenon and unde s and i s complex na u e; • decons uc as well as econs uc he di e en elemen s and lea ning ou comes in o de o ind sha ed unde s anding o he aims and a ge s o he eedback and e lec ion; • unde s and he aims and goals o A L and i s limi a ions (wha i is no ); • be able o gi e and ecei e cons uc i e eedback on hei communica ion. Ou p e ious s udy on applying MICC (see Kokkonen & Na i, 2023) showed ha he unde s anding o he con ex ual and si ua ional na u e o MICC was enhanced h ough a p ocess ha pa icipan s some imes conside ed leng hy and, a imes, challenging. In addi ion o he challenge o ime and esou ces, s uden s ound di icul ies in obse ing and analysing in e ac ion, such as he abili ies o o he s o explain one’s plu ilingual epe oi es. On he F amewo k o mul ilingual and in e cul u al... 37 same no e, and e en i he pee eedback was no always comp ehensi e, many s uden s ound i ewa ding ha hey we e able o e balise and discuss di e en elemen s and expec ed ou comes o in e cul u al and mul ilingual lea ning. I is impo an ha he s uden s de ine o hemsel es he di e en elemen s o MICC hey conside ele an in he gi en con ex . The eedom in choosing he elemen s also p o ides hem wi h he possibili y o au onomy o nego ia e in e cul u ali y, cul u al iden i ies, and app op ia e mul ilingual p ac ices (see Olbe z-Sii onen, 2021). When an assessmen app oach is chosen ca e ully and he pu pose o he assessmen is sha ed, i p o ides in o ma ion ha can guide educa ional p ac ices and en ich lea ning p ocesses (Fan ini, 2009). Wha s uden s seem o ind ewa ding and enhancing in hei lea ning is he combina ion o pee and sel - eedback (Kokkonen & Na i, 2023). Howe e , he whole p ocess o pee eedback can be challenging, especially o hose s uden s who a e no accus omed o i in hei p e ious s udies. Time and esou ces need o be de o ed o c ea ing and main aining us be ween he s uden s, he eby enabling cons uc i e eedback ha enhances lea ning (see also Kokkonen e al., 2022). Usually, he s uden s pa icipa ing in he assessmen p ocess a e wo king wi h hei g oups o i e o eigh weeks on a e age. Many s uden s seem o eel hey do no ha e enough ime wi h hei g oups o comple e he assessmen app op ia ely. This is especially a challenge in cou ses ha a e o e ed as basic-le el cou ses on in e cul u al and/o mul ilingual communica ion. Cou ses on mul ilingual and in e cul u al communica ion ypically ocus on issues o c i ical app oaches o in e cul u ali y and mul ilingual communica ion, and hese alone a e no el pe spec i es o many o ou s uden s. S uden s migh hus ha e a lo o in e nalise in a sho pe iod o ime. Mo eo e , pee eedback and A L can be no el concep s o some o he s uden s. Ye , o many o hose s uden s who we e new o hese issues, he p ocess o A L seemed o be empowe ing and encou aging, and enhanced hei unde s anding ha de eloping MICC is a li e-long p ocess (see Kokkonen & Na i, 2023). As a solu ion o he HE con ex , we ecommend ha he assessmen and de elopmen o MICC should be conside ed a pa o holis ic cu iculum de elopmen and no jus as an issue o one single cou se (see G ege sen-He mans, 2017). A shi om assessmen o lea ning o A L equi es o ganisa ional commi men o a cul u e o imp o emen a he han o a cul u e o pe o mance (Wa ling & Ginsbu g, 2019). Acknowledgemen s We would like o hank ou colleagues Hanna B aue , Camilla Jauhojä i-Koskelo, Lisa Lah ela, Aija Vi anen, and Syl ia Ylinen-Rausche , who a e he bes expe s on he con ex in which he de elopmen o he MICC amewo k has aken place. 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(2009). “C i ical” junc u es in in e cul u al communica ion s udies: A e iew. Re iew o Communica ion, 9(1), 17–35. h ps://doi.o g/10.1080/15358590802169504 Explo ing uni e si y S uden s’ goals o he de elopmen ... 47 Tu kimuksen pää eeksi pohdi aan ulos en me ki ys ä kieli- ja ies in äope uksen kannal a ja uodaan e i yises i esiin a e ah is aa oppijoiden i seluo amus a sekä edis ää ei-essen ialis isen kul uu in käsi yksen ymmä ys ä. Asiasana : Kul uu ien älinen ies in ä, kansain älis yminen, ko kea-as een koulu us, ideaaliminä, mo i aa io, monikielisyys, kielikoulu us In oduc ion In e na ionalisa ion has become an impo an concep in he de elopmen o many highe educa ion ins i u ions, including hose in Finland, whe e i has been a p io i y since he 1990s (Saa inen, 2012). Finland is apidly di e si ying bo h cul u ally and linguis ically (Rissanen, 2021) and s uden s a e expec ed o be able o unc ion in mul icul u al and mul ilingual en i onmen s, an expec a ion which obliga es uni e si ies o p epa e s uden s o such a u u e. Acco ding o Fab icius e al., (2017), ins i u ions’ amewo ks and s a egies a e o en abs ac and op imis ic, ye esea ch has iden i ied se e al issues connec ed wi h uni e si ies’ in e na ionalisa ion p ocesses, such as he assump ion ha in e na ionalisa ion and de elopmen o in e cul u al compe ence will ake place au oma ically once a p og amme is o e ed in English (see also G ege sen-He mans, 2017). Howe e , his app oach c ea es se e al challenges. Fo one, “in e na ional” in p ac ice o en appea s o mean “in English” (Fab icius e al., 2017). Al hough he mo i a ion o s udy English appea s o inc ease in he con ex o globalisa ion (Lamb, 2004), esea ch in o mul ilingualism sugges s ha he p e alence o L2 English in a coun y may nega i ely a ec he in e es o lea n languages o he han English (LOTE) (Busse, 2015, 2017; Hen y, 2010), meaning ha i may ul ima ely become mo e di icul o ind wo ke s wi h he equi ed language skills when hese skills go beyond English (Pi honen, 2022). Ano he issue is he somewha abs ac and unc i ical na u e o in e na ionalisa ion in highe educa ion ins i u ions (Fab icius e al., 2017), whe e he in e na ionalisa ion p ocess may ha e begun be o e an analysis o i s ac ual bene i s o i s meaning o di e en ac o s (Hul g en & Wilkinson, 2021; Van Hoo & Ve bee en, 2005). Fo ins ance, p og ammes like s uden exchanges a e olled ou unde he assump ion hey will inc ease s uden s’ in e cul u al compe ence when his is no necessa ily he case (Fab icius e al., 2017; G ege sen-He mans, 2017; Ru he e al., 2021; Sommie e al., 2021; Van Hoo & Ve bee en, 2005). Ins ead, “s uden s may ha e di e en indi idual in e na ionalisa ion p ojec s, and hese a e no necessa ily se ed by he English- i s-all model ha many uni e si ies a ound Eu ope cu en ly subsc ibe o” (Fab icius e al., 2017, p. 584). Responding be e o indi idual s uden s’ needs, howe e , equi es inc eased awa eness o s uden s’ pe sonal goals, he ole ha indi idual languages play in hem and he aspec s o in e cul u al compe ence hey plan o de elop. The la e is an ex emely complex opic, which, depending on he app oach used, can encompass a wide ange o a ibu es, such as lexibili y, suspension o judgmen , mind ulness, o cul u al ela i i y (see A asa a nam–Smi h, 2017). This s udy aims o explo e s uden s’ goals om he pe spec i e o in e cul u al and mul ilingual compe ence and he ole o indi idual languages. I d aws on a amewo k o B aue 48 mul ilingual and in e cul u al communica ion compe ence de eloped in a p ojec a he Cen e o Mul ilingual Academic Communica ion (Mo i) a he Uni e si y o Jy äskylä (see Kokkonen & Na i, 2024, in his book). Fo my s udy, I collec ed s uden s’ desc ip ions o hei goals o hei own in e na ionalisa ion p ocess and analysed hem using quali a i e con en analysis. This s udy aims o p omo e an al e na i e o he educ i e English- i s-all model and o deepen an unde s anding o in e na ionalisa ion in highe educa ion ha be e i s s uden s’ pe cei ed and ac ual needs. Backg ound Mul ilingual and in e cul u al compe ence in he in e na ionalisa ion o highe educa ion In e na ionalisa ion in highe educa ion is a con aine concep , he meaning o which has changed h oughou he pas wo decades o encompass aspec s such as in eg a ing an in e na ional pe spec i e in o he cu iculum o making an ins i u ion mo e esponsi e o global challenges (de Haan, 2014). In highe educa ion, i is o en d i en by economic and ma ke conce ns, in o he wo ds by he ques ions o unding and a ac ing in e na ional s uden s and s a (Mo ensen & Habe land, 2012; Risage , 2012; Söde lundh, 2012). In he Finnish con ex , a 2009 s udy by he Cen e o In e na ional Mobili y showed ha he pa icipa ing Finnish uni e si ies’ main mo i a ions o es ablishing o eign-language p og ammes we e aising he uni e si y’s in e na ional p o ile, ul illing he uni e si y’s s a egic equi emen s, and p epa ing s uden s o wo king li e (Ga am, 2009). Un o una ely, no upda ed e sion o he su ey exis s, bu mo e ecen changes, such as he in oduc ion o s udy ees o non-EU s uden s, indica e ha economic conce ns s ill play a signi ican ole (see also Ga am e al., 2014). Wi hin he p ocess o in e na ionalisa ion, he e is o en no ques ion ha an “in e na ional” p og amme will be augh in English (Mo ensen & Habe land, 2012; Söde lundh, 2012). The same applies o Finland, whe e, om he bachelo ’s o he doc o al le el, nea ly all eaching no o e ed in he uni e si y’s main language (Finnish o Swedish) is o e ed in English (Saa inen, 2012), o he poin whe e a 2009 s udy on o eign-language p og ammes concluded ha in Finland, “ o eign-language” means “English-language” (“Suomessa ie askielisyys on englanninkielisyy ä”) (Ga am, 2009, p. 14). Howe e , du ing he pas decade, c i icism o his unchallenged en husiasm o au oma ic in e na ionalisa ion h ough English has eme ged, along wi h he ques ion o wha i eally means o be in e na ional (Ho mey , 2021; Söde lundh, 2012). By he ime Mo ensen and Habe land (2012) published hei special issue on he opic o language choice in he ansna ional uni e si y, “ he e seem[ed] o be a ecu ing c i ical s ance owa ds an unques ioning accep ance o English as he ‘na u al’ choice o language in a wo ld wi h inc eased ansna ional con ac s” (p. 4). The au ho s in he special issue call o mo e space o local languages and mo e awa eness o (in e )cul u al and mul ilingual p ac ices. Recen li e a u e in he No dic con ex also shows conce n abou he posi ion o languages o he han English (Saa inen, 2012), he lack o in e es in s udying o he languages (Polla i e al., 2021), and domain loss o he local language (Hul g en, 2018). The e is also a g owing ecogni ion ha in o de o p epa e s uden s o a mul ilingual wo ld, compe ences beyond English skills a e needed (Ea ls, 2016; Risage , 2012). As an al e na i e, Explo ing uni e si y S uden s’ goals o he de elopmen ... 49 esea che s and ins i u ions ha e de eloped and d awn on concep s and compe ences ela ed o mul ilingualism such as mul ilingual compe ence (The Council o he Eu opean Union, 2018), anslanguaging (Ga cia & Wei, 2014) o anslingual p ac ice (Canaga ajah, 2013). In he con ex o in e na ionalisa ion, mul ilingual compe ence could include, o ins ance, app ecia ion o smalle languages (Ea ls, 2016), s udying he local language e en i a p og amme is augh in English (Ea ls, 2016) o code-swi ching and code-mixing, including in ield-speci ic e ms (Salö, 2022). Relying en i ely on pa icipan s’ English in an in e ac ion a he han on lexibili y in in e ac ion and may also cause di icul ies in communica ion and ela ionship-building, ma ginalisa ion and us issues, and pu s he bu den o esol ing hose issues on speake s om non-Anglophone coun ies (Bu de , 2014) by o cing hem in o so- called “linguis ic hospi ali y”, ha is in o “going beyond he language o he ins i u ion in mee ing he o he on hei own e ms”. (Holmes, 2021, p. 10). This eliance hus depends on e e yone in ol ed mas e ing English as an ac i e linguis ic esou ce o accommoda e hose who do no ha e o he languages in hei ( ecep i e) epe oi e. Resea ch also seems o indica e ha e en in English-language se ings, de eloping in e cul u al communica ion compe ence equi es s uc u ed in e en ions, e lec ion, and e alua ion (Bu de , 2014; Fang & Bake , 2018). O he wise, cul u al and lea ning di e ences can be pe cei ed as insu moun able: In e ac ion migh be lacking, and anxie y abou in e cul u al in e ac ion can limi o en i ely elimina e con ac be ween s uden s o di e en backg ounds (Ha ison & Peacock, 2010). Wi hou suppo and guidance, in e cul u al encoun e s migh esul in wha Fab icius e al. (2017, p. 588) e e ed o as a “‘ hem’ and ‘us’ cul u e”, which ul ima ely nega i ely a ec s s uden s’ willingness o wo k in in e na ional se ings in he u u e (see Bu de , 2014; Ho mey , 2021; Ru he e al., 2021; Sands om, 2019). In spi e o his shi in pe cep ion, English con inues o main ain i s ole as he pe cei ed key o in e na ionalisa ion. Fo ins ance, a 2017 su ey o Eu opean uni e si y s a ’s iews on in e na ionalisa ion only in es iga ed p og ammes augh in English and e e ed o English-medium bachelo ’s p og ammes as “a ehicle o in e na ionalisa ion” (Sands om, 2019, p. 13). S udies ha e ound ha bo h s uden s and s a acco d a special posi ion o bo h he local (majo i y) language and hei i s language and adop a p agma ic s ance on language use (Ea ls, 2016; Fab icius e al., 2017; Söde lundh 2012). Cu en ly, he mos common language policy a No dic uni e si ies appea s o be pa allel bilingualism (Holmes, 2021; Hul g en, 2014; Sole & Vihman, 2018), ha is, using English wi h in e na ional in e locu o s and he local language wi h local ones, wi h o he languages s uggling o space. The Uni e si y o Jy äskylä pa ially ollows his model: I is a Finnish-language uni e si y o e ing in e na ional deg ee p og ammes only in English, bu in i s language policy, i e e s o i sel as a “mul ilingual and mul icul u al academic communi y” and as “in e na ionally a ac i e” (Uni e si y o Jy äskylä, 2015, p. 1). The policy, howe e , does also include examples o mul ilingual and in e cul u al compe ence, such as he abili y o eac lexibly and o adap communica ion o he con ex o he eadiness o deploy pa ially de eloped languages skills. I hus goes beyond he assump ion ha English skills a e enough o success ul in e ac ion in mul ilingual and/o in e cul u al se ings. The e iew abo e shows he e has been an inc easing discussion o wha i eally means o be in e na ional. While pe spec i es ha e become mo e a ied, he dominan posi ion o English con inues o in luence eaching and language choices. Agains he backd op o his shi , i is impo an o in es iga e wha ole di e en a ibu es, such as lexibili y o B aue 50 openness, play in s uden s’ own in e na ionalisa ion goals as s uden s na iga e hese di e en in luences in hei conc e e plans o hei s udies (Hul g en, 2014; Saa inen, 2012). S uden s’ lea ning goals and hei ideal sel es Language-lea ning goals ha e usually been desc ibed as language speci ic and as closely ela ed o lea ning mo i a ion (Dö nyei & Ushioda, 2011; Hen y e al., 2023). Howe e , mul ilingual and in e cul u al lea ning mo i a ion is a complex phenomenon. Fo ins ance, esea ch has shown ha he na u e o mo i a ion di e s be ween English and LOTEs: Al hough English is o en seen as necessa y and as an ins umen o in eg a ing in o he globalized communi y o academia (Busse, 2015), he mo i a ion o s udy LOTEs appea s o be mo e speci ic and d i en, o example, by hobbies, pe sonal in e es s, o a desi e o mo e o he language a ea in ques ion (Huang, 2019; Wang & Zheng, 2021). I has also been a gued ha mo i a ion o English nega i ely a ec s mo i a ion o s udy o he languages (Hen y, 2010). Hen y (2017) concludes ha “languages canno be concep ualized as sepa a e, au onomous sys ems” (p. 551), bu a he as subsys ems o an o e all sys em ha also inco po a es aspec s o mul ilingual compe ence, such as lexibili y and c ea i i y. Hence, a desi e o achie e o imp o e mul ilingual compe ence will a ec lea ning mo i a ion o indi idual languages (Hen y, 2017). One heo e ical app oach ha is sui able o examining mo i a ion o di e en compe ences a one ime is Dö nyei’s (2005) empi ically alida ed L2 Mo i a ional Sel sys em, a concep ualisa ion o L2 mo i a ion ha is g ounded in conside a ion o he sel and iden i y (Busse, 2015; Dö nyei, 2005). The model posi s ha , based on he alues hey conside posi i e o nega i e, indi iduals de elop possible sel es, “ ep esen ing he indi iduals’ ideas o wha hey migh become, wha hey would like o become, and wha hey a e a aid o becoming” (Dö nyei, 2005, p. 98, emphasis in he o iginal). Dö nyei (2005) dis inguished be ween wo ypes o L2 sel . The i s is he ideal L2 sel , a e sion o onesel ha is conside ed aspi a ional, ep esen s mo e long- e m goals and “ e lec s lea ne s’ ision o hei u u e” (Cho, 2020, p. 2031). The second is he ough - o L2 sel , a e sion o he sel ha has he ai s one belie es one ough o ha e, a less s ong and a mo e sho - e m mo i a ional in luence ha is mo e subjec o ex insic ac o s. These possible sel es se e as powe ul mo i a ional ools: Indi iduals a e said o cons an ly moni o how hei ac ual sel compa es o hei possible sel es (Dö nyei, 2005). I a possible sel is pe cei ed o be bo h ealis ic and aspi a ional, people will s i e o educe he disc epancy be ween hei ac ual sel ( hei pe cei ed cu en sel ) and he ideal sel (Busse, 2015). This in ol es he p ocesses o wo king owa ds desi ed accomplishmen s o achie ing he desi ed g ow h, bu also a oiding ea ed punishmen s o epe cussions. While Dö nyei’s heo y o he L2 mo i a ional sel sys em was de eloped o desc ibe mo i a ion in espec o one L2, he model has been adap ed o desc ibe mul ilingual lea ne s. These adap a ions include Hen y’s (2017) ideal mul ilingual sel and Busse’s plu ilingual u u e sel (2017). Unlike language-speci ic sel es, hese sel es no only se e o mo i a e he lea ne in he acquisi ion o a speci ic language, bu also allow hem o manage, balance, and de elop hei o e all epe oi e, depending on hei in e es s (Hen y, 2010). Hen y (2017) obse ed ha lea ne s ei he de elop a con en edly bilingual (mo he ongue + English) sel o an ideal mul ilingual sel . The la e posi i ely impac s he acquisi ion o indi idual languages. Thus, encou aging s uden s o see hemsel es as mul ilinguals wi h agency in hei language choices o pe sonal exp ession and u ning he con en edly bilingual sel in o a ea ed sel (i.e., a sel ha is pe cei ed nega i ely) a e seen o inc ease language lea ning mo i a ion. Explo ing uni e si y S uden s’ goals o he de elopmen ... 51 Busse (2017) e e s o he ideal ision o a mul ilingual sel as “an o e a ching plu ilingual Bildungs-Selbs ” (p. 578). Lea ne s wi h his sel see knowledge o languages as pa o being an educa ed ci izen o Eu ope and conside s udying hem o be pa o hei iden i y wo k as (eme ging) plu ilinguals. They expe ience in insic mo i a ion, enjoy he challenge o s udying a o eign language, and a e mo e likely o do so (Wang & Zheng, 2021). Since, acco ding o he mul ilingual models men ioned abo e, s uden s’ ideal sel es also con ain ai s beyond mas e y o g amma , syn ax and ocabula y, ha is, ai s such as lexibili y, c ea i i y, openness and sel -e icacy, hese ideal sel es can also be examined om a b oade pe spec i e o mul ilingual and in e cul u al communica ion compe ence. Howe e , li le esea ch has been done on s uden s’ lea ning goals o hei in e na ionalisa ion in gene al. Ins ead, s uden s’ mo i a ion and goals a e usually examined in he con ex o he goals o s uden s pa icipa ing in pa icula in e na ionalisa ion p og ammes, such as s uden exchanges o in e na ional s udy p og ammes. This exclusi e ocus on pa icipan s in non- compulso y p og ammes is p oblema ic, since he likelihood o pa icipa e in such p og ammes co ela es wi h an exis ing in e es in in e na ionalisa ion and hus speci ic goals (Daly, 2011). Addi ionally, hese p og ammes migh no be accessible o in e es ing o e e yone (Sommie e al., 2021), which means ha cu en esea ch on s uden s’ in e na ionalisa ion goals ends o ocus on hose s uden g oups ha a e mo e likely o pa icipa e. A e iew o he li e a u e on s uden s’ goals o pa icipa ion in a s uden exchange shows ha goals ela ed o pe sonal de elopmen and in e cul u al awa eness domina e, wi h o - ci ed goals including sel -con idence, sel -awa eness, sel - eliance, and b oadening one’s ho izons. These a e anked highe by s uden s han goals in ol ing p o essional de elopmen , such as ne wo king, academic ca ee , o employabili y (Hennings & Tanabe, 2018; Ho mey , 2021; Van Hoo & Ve bee en, 2005). Py is and Chapman (2007) ound ha s uden s wi h sel -de elopmen goals we e mo e esilien when acing po en ial issues associa ed wi h s udying in in e na ional se ings. S uden s also epo ed a high le el o in e es in de eloping hei in e cul u al communica ion skills (Fang & Bake , 2018), al hough wha exac ly is mean by ‘in e cul u al communica ion skills’ is o en no de ined u he . Ano he common goal o s uden s is con idence-building in using a o eign language. In line wi h he indings epo ed abo e, Hennings and Tanabe (2018) ound ha he language in ques ion is gene ally English, bu also ha s uden s wi h a specialisa ion in o eign language s udies also wan o de elop hei skills in he local language. Resea ch in o s uden s’ goals o pa icipa ion in i ual exchanges has come o simila conclusions: S uden s a e mainly in e es ed in de eloping hei in e cul u al and pe sonal skills, such as making new iends and b oadening hei ho izons (Ru he e al., 2021). In i ual p og ams as well, s uden s wi h pe sonal goals o en show s onge esul s han hose who ha e “only” ins umen al goals (Zhaka o a e al., 2019). To summa ize he indings on s uden s’ goals o hei pa icipa ion in s uden exchanges, hey end o be ocused on pe sonal a he han p o essional de elopmen and p o ide mo e mo i a ion i hey a e in insic goals. Un o una ely, hey ha e p e iously been examined p ima ily wi hin he con ex o pa icula in e na ionalisa ion p og ammes, mos ly s uden exchanges. In con as , I he e used goal desc ip ions by s uden s who had pa icipa ed in a p og amme ha in ol ed all s uden s in hei yea g oup and s udy p og amme. The e is cu en ly a signi ican lack o esea ch in o s uden s’ goals o in e na ionalisa ion a a mo e gene al le el. B aue 52 Me hodology Pu pose o he s udy and esea ch ques ions Recen esea ch in o in e na ionalisa ion in highe educa ion has c ea ed space o he ( e)e alua ion o he impo ance o mul ilingual and in e cul u al compe ence o in e na ionalisa ion, as well as o he ecogni ion o he impo ance o all language compe ence. Resea ch in o policy implemen a ion has shown ha policies such as in e na ionalisa ion “a e no sel -e iden laye s ha can be added on op o na ional and local s uc u es o highe educa ion policy” (Saa inen, 2017, p. 556). Ra he , hey in e ac wi h he exis ing s uc u es and a e nego ia ed by he di e en agen s. While ea lie app oaches o in e na ionalisa ion ended o be op-down, he e is now g owing in e es in also inco po a ing s uden oices in o esea ch (Leh omäki e al., 2016). This s udy aims a making mo e isible he goals s uden s se o hei own in e na ionalisa ion p ocess, and he ole di e en languages play in hose goals. A u u e sel ha has eached hose goals and has acqui ed s uden s’ desi able a ibu es can be concei ed o as he ideal in e na ional sel . I used goal desc ip ions made by s uden s as desc ip o s o his ideal in e na ional sel . My aim is no o e alua e s uden s’ p esen o u u e skills. Ins ead, by examining he mos common ai s o s uden s’ ideal in e na ional sel , I also shed ligh on wha compe ences s uden s conside o be mos ele an o hemsel es. Teache s can hen use his knowledge o design lea ning ou comes ha maximize (pe cei ed) ele ance o s uden s. As ou lined abo e, p e ious esea ch has e ealed a mo e away om he dominance o English in unde s andings o in e na ionalisa ion and owa ds a mo e nuanced unde s anding ha includes an app ecia ion o o he languages, as well as mul ilingual compe ence. Mul ilingualism is now pa o he compulso y language and communica ion s udies o all unde g adua es a he Uni e si y o Jy äskylä as well as a goal o he uni e si y’s language policy (see he In oduc ion o his book by Ká oly e al., 2024). While s uden s we e no asked sepa a ely abou hei language lea ning goals in he con ex o hei in e na ionalisa ion, hey we e made awa e o he link be ween language and cul u e in hei wo k on hei in e na ionalisa ion plans, meaning many o hem also explici ly desc ibed language-lea ning goals. The e o e, I decided o also ocus sepa a ely on goals ela ing o language s udies and he de elopmen o language skills. The aim o his pa o he analysis was o elucida e wha languages s uden s associa e wi h hei own in e na ionalisa ion. To e lec he abo e- desc ibed in e play be ween di e en languages wi hin a lea ne , I also ook in o accoun goal desc ip ions ela ed o mul ilingual communica ion. While mul ilingual and in e cul u al compe ence can be concei ed o in di e en ways, I chose o d aw on he amewo k o Mul ilingual and In e cul u al Communica ion Compe ence (MICC), which was he esul o a de elopmen p ojec a Mo i. The amewo k is based on li e a u e on mul ilingual and in e cul u al in e ac ion and b eaks down compe ences in o he h ee in e ela ed elemen s o skills, knowledge, and a i udes/ mo i a ion. The amewo k is p ocessual, ha is, i desc ibes a li elong lea ning p ocess. Success ul communica ion is de ined as app op ia e, e ec i e, and e hical. Ins ead o aiming a an objec i e e alua ion o communica ion compe ence, i akes a si ua ed and con ex ual iew o communica ion, whe eby beha iou s a e e alua ed by pa icipan s and hei e alua ion can di e ac oss con ex s. MICC is no designed o be a ool o assessmen , bu a he helps desc ibe and e balize compe ence (Uni e si y o Jy äskylä, 2023). Fo mo e on his amewo k, see he chap e w i en by Kokkonen and Na i (2024) in his book. Explo ing uni e si y S uden s’ goals o he de elopmen ... 53 MICC has he ad an age o being de eloped speci ically o he con ex o in e na ionalisa ion in highe educa ion. Since one aim o his s udy was o es o he i o MICC wi h s uden s’ goals, in answe ing my esea ch ques ion, elemen s included in s uden s’ goal desc ip ions we e ca ego ised using he knowledge, skills and a i ude desc ip o s p esen in MICC. Thus, in addi ion o e alua ing he ole o di e en languages in s uden s’ pe sonal in e na ionalisa ion p ojec s, I explo ed wha a eas o MICC s uden s pe cei e as mos ele an and es he ex en o which he amewo k is use ul o desc ibing and ca ego izing s uden goals. In his s udy, I aimed a answe ing wo esea ch ques ions: Ques ion 1: Wha elemen s o he MICC amewo k do he s uden s conside o be mos ele an as pa o hei in e na ionalisa ion goals (i.e., as ai s o hei ideal in e na ional sel )? Ques ion 2: Wha ole do di e en languages and mul ilingual communica ion compe ence play in s uden s’ goal desc ip ions? Pa icipan s and da a collec ion The Uni e si y o Jy äskylä s ipula es ha in e na ionalisa ion should be pa o e e y s uden ’s s udies. To suppo he de elopmen o indi idualised and ield-speci ic compe ence ele an o in e na ionalisa ion, in 2019, Mo i es ablished he de elopmen p ojec Monikielinen ja -kul uu inen osaaminen kansain älis ymisen ydinkompe enssina [Mul ilingual and in e cul u al compe ence a he hea o in e na ionalisa ion]. This s udy was conduc ed wi hin he amewo k o his pedagogical de elopmen p ojec , o which I am a membe . This p ojec is cu en ly ongoing. A he beginning o hei s udies, BA s uden s in pa icipa ing acul ies se goals o hei in e na ionalisa ion, e lec on how hey can each hose goals in p ac ice, and d a a pe sonalised s udy plan wi h he help o acul y s a . They he eby ecognize, de elop, and hen e balize ele an compe ence al eady du ing hei s udies (Kokkonen e al., 2021). The aim o he in e na ionalisa ion plan is o allow s uden s o de elop mo e conc e e goals wi hou o cing hem in o a speci ic mode o s udy. This allows o a mo e indi idualised mode o a aining ele an skills, makes in e na ionalisa ion a home accessible o mo e s uden s and could also inc ease pa icipa ion in non-compulso y ac i i ies, which emains an issue (Ho mey , 2021). The p ocess o wo king owa ds one’s own goals should ideally be e lec ed upon h oughou one’s s udies o main ain goal sel -conco dance (Hen y e al., 2023). Addi ionally, i is essen ial ha p og amme cu icula a e examined c i ically o make su e hey allow s uden s o wo k on he ele an compe ence. The p ojec eam, including he mysel , assis ed bo h depa men s and Mo i’s eache s in his p ocess, bu he main esponsibili y o his cu iculum de elopmen was always wi h he espec i e eache s. The p ocess o making he plans di e s somewha be ween acul ies, bu since he pa icipan s in his s udy we e s uden s o ea ly childhood educa ion, in he ollowing mo e de ails will be p o ided on he p ocess a he Facul y o Educa ion. These s uden s we e chosen because hei s udy p og amme pa icipa ed in he pilo ing s age o he de elopmen p ojec , and since I was mainly in ol ed in implemen ing he in e na ionalisa ion plans a he Facul y o Educa ion. B aue 54 In he acul y, s uden s assemble a po olio h oughou hei s udies. The po olio consis s o , o ins ance, documen a ion o hei eaching expe ience, e lec i e ex s, and hei eaching philosophy. This po olio is assembled online and, while compulso y, is no g aded. The in e na ionalisa ion plan is pa o his po olio. The p ocess o making he in e na ionalisa ion plan was ini ia ed in he sp ing o he i s yea o s udy, in a mee ing be ween s uden s (in small g oups) wi h hei g oup ad iso om he acul y. Du ing his mee ing, he s uden s we e in oduced o he i e in e na ionalisa ion goals o he acul y, such as language-awa e pedagogy, in e na ional expe ise, and global and e hical esponsibili y. S uden s we e in i ed o e lec on he ways in which hese opics had been co e ed du ing hei s udies so a . They we e also supplied wi h in o ma ion on how o pu in e na ionalisa ion in o p ac ice, o ins ance by doing an in e nship ab oad o aking ex a classes a Mo i. To acquain s uden s wi h MICC, he au ho and some o he colleagues made a ideo o be sha ed wi h s uden s since he e we e oo many small g oups o he membe s o he de elopmen p ojec o mee wi h each g oup sepa a ely. The ideo explained he basic s uc u e o MICC and he co e assump ions made in he amewo k as well as p o ided examples o how a phenomenon can be ied o skills, knowledge and a i udes and mo i a ion a he same ime. S uden s we e also supplied wi h he MICC amewo k. This wo k was done in Finnish. A e he mee ing, we asked s uden s o se h ee goals o hemsel es, based on he ollowing ques ions: • Minkälais a kansain älisyysosaamis a ole ka u anu ähän mennessä opin ojesi aikana? [Wha kind o in e na ionalisa ion compe ence ha e you acqui ed h oughou you s udies so a ?] • Minkälais a kansain älisyysosaamis a sinun äy yy henkilökoh aises i ielä kehi ää? [Wha kind o in e na ionalisa ion compe ence do you pe sonally s ill need o de elop?] • Millä keinoin usko näiden ai ojen kehi y än? [How can you de elop his compe ence?] • Ase a i sellesi kolme a oi e a, joiden a ulla py i kehi ämään kansain älisyysosaamis asi.Muis a ase aa konk ee isia a oi ei a! [Se you sel h ee goals which you will use o wo k on de eloping you in e na ionalisa ion compe ence. Remembe o make you goals conc e e!] Se e al weeks a e his ini ial mee ing wi h g oup ad iso s, he small g oups me again, his ime wi h bo h he ad iso s and a membe o he p ojec eam, one o which was he au ho . Du ing his mee ing, s uden s sha ed he goals hey had se o hemsel es. In small g oups, hey also wo ked o come up wi h p ac ical ways o wo king owa ds hei goals as well as wi h p ac ical examples o si ua ions in which hei desi ed a ibu e would become isible. Be o e his mee ing, s uden s had sha ed hei goals anonymously on Flinga, an online collabo a i e whi eboa d. Pa icipa ion and s uden wo k in hese mee ings we e no assessed, bu making an in e na ionalisa ion plan was compulso y o s uden s in his coho . The ollowing g aphic p o ides an o e iew o he in e na ionalisa ion pa h o his coho and helps illus a e he con ex o he da a collec ion: Explo ing uni e si y S uden s’ goals o he de elopmen ... 55 Figu e 1 O e iew o a ge coho ’s in e na ionalisa ion pa h and con ex o he da a collec ion To gain consen o he use o hei da a, I a e wa ds con ac ed s uden s pa icipa ing in he wo kshops in his coho , p o ided hem wi h a desc ip ion o he s udy and asked hem o sha e hei goal desc ip ions in an online ques ionnai e (in Finnish) and o gi e consen . Since he esea ch did no in ol e he ques ion o how indi idual ai s a ec a pe son’s goals, no in o ma ion abou pa icipan s o he han hei name was collec ed. A o al o 64 s uden s answe ed he web ques ionnai e, mos ly p o iding h ee goals each, al hough some s uden s only lis ed wo goals. The o al numbe o s uden s in i ed o he wo kshops was 133, making o a esponse a e o 48 pe cen . The collec ed da a o s uden s’ goal desc ip ions can be conside ed a ep esen a ion o s uden s’ ideal o ough - o sel , depending on he ex en o which he s uden s iden i y wi h he goal o in e na ionalisa ion. Due o he esponse o ma in he online whi eboa d, he goal desc ip ions collec ed o his s udy we e sho , abou one o h ee sen ences pe goal. All s uden s w o e hei goal desc ip ions in Finnish. The ansla ions p o ided in his pape we e made by he au ho , who is a luen speake o Finnish. Me hod o analysis Fo he analysis, I pe o med quali a i e con en analysis on he da a. Quali a i e con en analysis aims a being sys ema ic and in e subjec i ely compa able while also aking in o accoun he complexi y and he a iabili y o meaning and he need o in e p e ex -based ma e ial (May ing, 2010). Such analysis combines allowing pa icipan s’ oices o shine h ough wi h a ce ain analy ical igo ha enables pa e ns in he da a o be iden i ied. Since he analysis me hod o choice is quali a i e, I adop ed a cons uc i is and in e p e i is wo ld iew (Sel i, 2019). In his iew, bo h he eade and he w i e a e ea ed as subjec s wi h p econcep ions ( eade ) and in en ions (w i e ). The esea che makes in e p e a ions o he da a while eading and pe o ming he analysis, while he w i e s p oduce he ex in a pa icula se ing, he e as pa o a class oom ac i i y. In iewing he esul s, i he e o e needs o be emembe ed ha he da a we e ea ed as an exp ession o s uden s’ goals, no necessa ily B aue 56 as a pe ec e lec ion o he la e . Howe e , e o s we e made a he da a collec ion s age o mi iga e his phenomenon. Quali a i e con en analysis s a s wi h he collec ion, desc ip ion, and con ex ualisa ion o he ma e ial. Resea ch ques ions a e hen de eloped a e wa ds. Based on he esea ch ques ions, an analysis me hod can be selec ed. Fo his s udy, I chose o ocus on a summa ising app oach (wo king ou he main and mos equen ly aised poin s aised). The de elopmen o analy ical ca ego ies s a ed wi h a deduc i e de elopmen o ca ego ies based on MICC. The ca ego ies we e based on he desc ip ions p o ided in MICC, and some imes co e ed chunks o ex ela ed o somewha di e en sub- hemes. Fo ins ance, he ca ego y “ espec and in e es /openness owa ds di e si y” co e ed aspec s such as in e es in lea ning abou cul u es, desi e o ge o know o he cul u es, emaining open o cul u al di e si y and comba ing one’s own s e eo ypes. I also added a ca ego y o chunks ela ing o speci ic languages. Nex , I assigned elemen s o s uden s’ anonymised goal desc ip ions o ca ego ies by colou -coding a e iden i ying an example chunk. A e an ini ial ound o iden i ying chunks and assigning hem o ca ego ies, ex s we e checked again o make su e ha he assignmen o ca ego ies was consis en ac oss he submi ed answe s. A his s age, I added some ca ego ies o e lec commonly men ioned issues ha could no be assigned o any ca ego y. Finally, 152 chunks we e ex ac ed and used o iden i y he mos cen al goals. In iden i ying key con en , quali a i e con en analysis can accoun o bo h in ensi y and equency (May ing, 2010). I chose o ake in o accoun bo h he numbe o chunks assigned o a ca ego y, as well as he in ensi y wi h which goals desc ip ions we e men ioned. This allowed me o bo h be able o make quan i a i e obse a ions on he ela i ely la ge numbe o pa icipan s he da a came om (Sel i, 2019) and conside he con ex o he ex chunks. Resul s Elemen s o MICC associa ed wi h he ideal in e na ional sel One challenge in classi ying s uden goals acco ding o he elemen s ha a e pa o MICC is ha he amewo k is o en mo e complex han s uden s’ goals. This gap, a imes, made goal desc ip ions di icul o classi y. Fo ins ance, a s uden goal such as “e ilaisiin kieliin ja kul uu eihin u us umis a” [ge ing o know di e en languages and cul u es] migh equi e knowledge, skills and mo i a ions as a ied as openness owa ds di e si y, mo i a ion o engage in in e pe sonal ela ionships, knowledge abou s e eo ypes, lexibili y, and in e pe sonal communica ion skills. The sho ness o s uden s’ desc ip ions migh be due o how he assignmen ins uc ions we e ph ased, since s uden s we e asked o only p o ide sho goal desc ip o s. Howe e , i is also possible ha s uden s we e no (ye ) awa e o he ange o knowledge, skills, and mo i a ions ha goals such as main aining one’s language skills equi e. Du ing he analysis, chunks we e added o hose elemen s o MICC ha bes cap u ed a goal’s co e con en . Howe e , due o he abo e-desc ibed complexi y, some chunks we e added o se e al elemen s. The elemen s ha ecei ed he mos men ions in s uden s’ desc ip ions o hei ideal in e na ional sel es we e “ espec and in e es /openness owa ds di e si y” (pa o a i udes and mo i a ions), as well as “con idence in cul u ally and linguis ically di e se se ings, si ua ions and ela ionships” (also pa o a i udes and mo i a ions). In he ollowing Explo ing uni e si y S uden s’ goals o he de elopmen ... 63 Ea ls, C. (2016). When English jus is no enough: ‘Mul ilingualism wi h English’ in con empo a y Eu opean highe educa ion. In e na ional Jou nal o Applied Linguis ics, 26(3), 329–347. h ps://doi.o g/10.1111/ijal.12114 Fab icius, A. H., Mo ensen, J., & Habe land, H. (2017). The lu e o in e na ionaliza ion: Pa adoxical discou ses o ansna ional s uden mobili y, linguis ic di e si y and c oss- cul u al exchange. Highe Educa ion, 73(4), 577–595. h ps://doi.o g/10.1007/s10734-015-9978-3 Fang, F., & Bake , W. 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He esea ch in e es s include meaning nego ia ion in mul ilingual in e ac ions, he de elopmen o mul ilingual and in e cul u al compe ence, and discou ses on language lea ning. The pedagogical alue o ansla ion 67 THE PEDAGOGICAL VALUE OF TRANSLATION Expe iences om a newly in oduced elec i e cou se Ad ienn Ká oly Wi h he expansion o nonp o essional ansla ion ac i i ies, language educa ion has g adually edisco e ed ansla ion and media ion, seeing hem no only as use ul ools in language lea ning bu also as ans e able skills, use ul in hei own igh . Howe e , he pedagogical alue o ansla ion, as a p ac ical ac i i y, a heo e ical opic, and a subjec o c i ical discussion, has been less explo ed om he b oade pe spec i e o in e cul u al educa ion, pa icula ly in mul icul u al class oom se ings whe e English is he sha ed language. This a icle epo s he indings o a s udy conduc ed a a Finnish uni e si y on a ecen ly in oduced elec i e cou se designed and de eloped by he au ho . The cou se, open o bo h domes ic and in e na ional s uden s, ocuses on ansla ion and cul u e and has ac i e and collabo a i e lea ning a i s co e. I p omo es c ea i i y, c i ical hinking, and sel - e lec ion h ough discussions and p ac ical asks, while also conside ing he a ec i e laye s o meaning as well as b oade social, ideological, and e hical dimensions o ansla ion. The esea ch p esen ed he e examines he pedagogical alue o ansla ion in he i s wo cou se implemen a ions. S uden da a om su eys and e lec ions explo ed he pa icipan s’ mo i a ions o aking he cou se, hei p e ious ansla ion expe iences, hei ini ial iews on ansla ion as an ac i i y and as a u u e s udy o ca ee op ion, along wi h hei indi idual lea ning expe iences in he cou se. S uden da a we e complemen ed by ield no es eco ding my obse a ions, hough s, and de elopmen ideas. The esea ch unde sco es he bene i s o inco po a ing ansla ion mo e s ongly in o mul ilingual pedagogies ha p omo e in e cul u al lea ning. The implica ions a e discussed om he pe spec i es o p o essional de elopmen and ins i u ional-le el cu iculum design. Keywo ds: T ansla ion, cul u e-speci ic i ems, c i ical language awa eness, mul ilingual and mul icul u al pedagogy, in e cul u al educa ion, collabo a i e lea ning A nem hi a ásos o dí ás e jedésé el pá huzamosan a nyel ok a ás okoza osan új a el edez e a o dí ás és köz e í és , melyek nem csupán a nyel anulás hasznos eszközei, hanem önmagukban is hasznos, á ál ha ó készségek. Ke esebb ku a ás izsgálja azonban a o dí ás pedagógiai alkalmazásá az in e kul u ális anulás és ok a ás ágabb pe spek í ájából olyan ese ekben, amiko a o dí ás nem csupán gyako la i e ékenység, hanem egyben elméle i éma és a k i ikai megbeszélések á gya is. Ez különösen igaz olyan mul ikul u ális osz ály e mi kö nyeze ben, ahol az angol a közös nyel . Ebben Ká oly 68 a anulmányban egy pedagógiai ku a ás e edményei ől számolok be, amelye egy ál alam kidolgozo , újonnan be eze e álasz ha ó ku zus ke e ein belül égez em egy inno szági egye emen. A inn és a nemze közi hallga ók ál al egya án el ehe ő ku zus pedagógiai ezé el ei az ak í és kollabo a í anulás. A ku zus a o dí ás és a kul ú a me széspon jában lé ő émák a i ányul és ál oza os megbeszélések, ille e gyako la i elada ok é én segí i elő a k ea i i ás , a k i ikai gondolkodás és az ön e lexió . A émák le edik a jelen és é zelmi aspek usai , alamin a o dí ás ágabb á sadalmi, ideológiai és e ikai dimenziói . Az i bemu a o ku a ásban o dí ás pedagógiai é éké izsgál am a ku zus első ké meg alósí ása so án. Az ada gyűj és elmé ések és hallga ói e lexiók segí ségé el ö én , amelyekben el á am, hogy mi mo i álja a hallga óka a ku zuson aló ész é el e, milyen ko ábbi o dí ási apasz ala okkal endelkeznek, milyen előze es néze eik annak a o dí ás ól min e ékenység ől, ille e min jö őbeli anulmányi és ka ie lehe őség ől, alamin el é képez em a ku zus so án sze ze anulási apasz ala aika . A hallga ók ól gyűj ö ada oka a sajá meg igyeléseim, gondola aim és a ku zus ejlesz ésé e ona kozó ö le eim egészí e ék ki, melyeke e epnaplóban ögzí e em. Az e edmények alapján a a kö e kez e he ünk, hogy a o dí ás é ékes pedagógiai eszköz, amely hangsúlyosabb e e é demel az in e kul u ális anulási céloka ki űző öbbnyel ű pedagógiákban. A égkö e kez e ések le onása so án ki é ek mind a szakmai ejlődés, mind az in ézményi szin ű an e ejlesz és szempon jai a. Kulcssza ak: Fo dí ás, kul ú aspeci ikus ki ejezések, k i ikai nyel i uda osság, öbbnyel ű ok a ás és mul ikul u ális pedagógia, in e kul u ális ne elés, kollabo a í anulás The pedagogical alue o ansla ion 69 In oduc ion The FIFA Wo ld Cup 2022 awa ds ce emony was a memo able e en o spo s en husias s. Be o e he iconic momen when Lionel Messi, cap ain o he winning A gen inian eam, was handed he gold ophy, Qa a ’s emi placed a black cloak o e his shoulde s.1 The ges u e was a sign o honou and celeb a ion, in ended o pay homage o a supe s a and emphasise he geopoli ical signi icance o he Wo ld Cup 2022. Howe e , he ange o esponses his mo e igge ed wo ldwide illus a es no only he complexi y o con empo a y global p o essional spo wi h i s closely in e wined dimensions (local– anslocal, na ional– ansna ional, and cul u al– anscul u al; Naha, 2017) bu also he misin e p e a ions, misconcep ions, misunde s andings, and ideological clashes a ising om lacks and gaps o in o ma ion we ha e abou each o he ’s and ou own cul u es and his o ies and om he esis ance o emb ace di e si y. I is also common o dismiss o dis ega d he in e connec edness o cul u es and “ he ways in which cul u al o ms mo e, change and a e eused o ashion new iden i ies in di e se con ex s”, an idea cap u ed by he no ion o anscul u al lows (Pennycook, 2006, p. 6). The Messi example epi omises he in icacies o he isible–in isible and ma e ial–non- ma e ial dimensions o cul u e, along wi h he complexi ies o meaning-making. I eminds us o s ay open o di e en pe spec i es, iden i ies, and mindse s wi hou o ge ing ha we a e connec ed in mul iple ways. The cul u al en anglemen s in con empo a y socie ies os e collabo a ion bu also b ing challenges. In highe educa ion, he o iginal goals o in e na ionalisa ion, including coope a ion, mu ual unde s anding, solida i y, and ha monious in e na ional ela ions, ha e la gely been o e shadowed by an app oach ha p io i ises local in e es s, sho - e m goals, and measu able ou comes, pa icula ly wi h he inc easing global compe i ion since he mid- 1990s (de Wi & Al bach, 2021). Un o una ely, hese ends see in e na ionalisa ion as a goal in i sel a he han as an ins umen (La o e e al., 2024) and a e unde pinned by a na ow, e hnocen ic unde s anding o cul u e. Pe haps as an e o o ealign wi h he ini ial objec i es, ecen discussions on he social esponsibili y aspec s o in e na ionalisa ion call o a long- e m app oach o ien ed owa ds mu ual lea ning and p omo ing openness, espec o di e si y, cul u al sensi i i y, and an awa eness o global connec edness. In e na ionalisa ion a home, including in e na ionalising he cu iculum (Leask, 2013), along wi h collabo a i e online in e na ional lea ning p ojec s (including i ual exchange) and mo emen s o decolonise cu icula, o eg ound hese alues and ad oca e a shi in ocus om ins i u ional o pe sonal esponsibili y, which is belie ed o mo e e ec i ely ackle he mul iple u gen c ises acing us oday (La o e e al., 2024). In 2020, as I emba ked on designing a cou se ha p omo es hese alues, I was sea ching o a heme ha could c ea e meaning ul lea ning oppo uni ies o s uden s om di e se cul u al backg ounds. As i is closely in e wined wi h language and cul u e and has in ica e social, ideological, and e hical dimensions, ansla ion eme ged as an ideal op ion, especially because i also aligned wi h my p o essional backg ound and in e es s. Al hough he Uni e si y o Jy äskylä (JYU) has a long his o y o esea ch in o language- ela ed phenomena,2 only a ew p ac ical ansla ion cou ses on speci ic language pai s ha e adi ionally been a ailable, mos ly o language s uden s. Thus, he idea o a cou se ha 1. The bish , a adi ional A ab ga men , is wo n on special occasions. I s unc ion and appea ance esemble he in e na ionally known g adua ion gown. 2. Language, cul u e, and socie y o ms one o he uni e si y’s s a egic co e ields o esea ch. Ká oly 70 combines heo y, p ac ice, and c i ical discussion and app oaches ansla ion om a b oade pe spec i e was new. In Finland, ansla ion heo y is pa o ansla o aining p og ammes o e ed a ce ain uni e si ies. In hese p og ammes, ansla ion is p edominan ly iewed as he ins i u ionalised and no m-go e ned p ac ice o p o essionals al hough i is inc easingly ecognised as encompassing he e e yday ac i i ies o mul ilingual indi iduals, wi h epe cussions o he whole ansla ion indus y (Dam & Koskinen, 2016). In language educa ion, and pa allel o he g owing p ac ice o nonp o essional ansla ion (Pé ez-González & Susam-Sa ae a, 2012), mul ilingual pedagogical app oaches ha e been ele a ed o he o e on , leading o a eassessmen o he alue o ansla ion (Cook, 2010). Howe e , ansla ion as a pedagogical esou ce – seen as a p ac ical ac i i y, a heo e ical opic, and a subjec o c i ical discussion – has been less explo ed om he la ge pe spec i e o in e cul u al educa ion, pa icula ly in mul icul u al class oom se ings whe e English is he sha ed medium o communica ion. Mo i a ed by my in e es in pedagogical expe imen a ion and my backg ound in ansla ion, in 2020 I designed a cou se ha conside s ansla ion b oadly and ocuses on opics a he in e sec ion o ansla ion and cul u e. In 2021, he cou se was added o he lis o elec i es o e ed by he Cen e o Mul ilingual Academic Communica ion (Mo i) 3 and since hen i has been o e ed o all s uden s a he uni e si y, ega dless o deg ee p og amme and s uden s a us. In his pape , I p esen he indings o a s udy ha examined he pedagogical alue o ansla ion wi hin he con ex o his newly in oduced cou se. The esea ch add essed he ollowing speci ic ques ions: 1. Wha a e he s uden s’ main mo i a ions o en olling in he cou se? 2. Wha p e ious ansla ion expe ience do hey ha e? 3. Wha a e hei ini ial iews on ansla ion as an ac i i y and a u u e s udy o ca ee op ion? 4. How did hei hinking abou ansla ion as an ac i i y and a u u e s udy/ca ee op ion change by he end o he cou se? 5. Wha a e he s uden s’ indi idual lea ning expe iences in he cou se? The esea ch had an o e all quali a i e design, and as an inqui y-based s udy, i inco po a ed analy ical, in e p e i e, and e lec i e elemen s (Babione, 2015). Da a collec ed om he s uden s we e complemen ed by ield no es. Al hough he esea ch did no ha e a sys ema ic ac ion esea ch design, he indings in o med he pedagogical de elopmen o he cou se. In he upcoming sec ions, I i s e iew eal-wo ld ends and heo e ical app oaches cen al o unde s anding my mo i a ions behind designing he cou se. This is ollowed by ou lining he pedagogical amewo k o he cou se and desc ibing i s i s wo implemen a ions. A e his, I p esen he me hods o da a collec ion and analysis and discuss he indings, while also inco po a ing he pe spec i e o cou se de elopmen . Finally, I add ess he implica ions and sugges u u e lines o esea ch. 3. Mo i’s oles and esponsibili ies a e summa ised in he In oduc ion o his book (Ká oly e al., 2024). The pedagogical alue o ansla ion 71 Shi ing heo e ical app oaches and eme ging eal-wo ld ends Towa ds mo e c i ical amewo ks Con empo a y schola ship in a ious ields highligh s he dynamic and mul imodal na u e o in e ac ion (e.g., Busch, 2017; Pennycook, 2017; Scollon e al., 2012). Schola s also emphasise ha cul u es should no be equa ed wi h homogeneous (e hnic/na ional) en i ies as hey encompass ich and mul ilaye ed he i ages and iden i ies and dynamic p ocesses o meaning- making (Komisa o & Zhu, 2016). Cul u al li e acy is hus o be seen as meaning nego ia ion and iden i y cons uc ion a he han as a s able se o ac ual knowledge abou a pa icula g oup (Maine e al., 2019). Along he same lines, K amsch and Zhu (2020) sugges ha in e cul u al communica ion should no e e o communica ion ac oss na ional bo de s bu o “pa icipa ion in luc ua ing ne wo ks o indi idual expe iences, memo ies, and an asies, mul iple allegiances and legi ima ions” (p. 1).4 In ac , De in (2022) a gues ha we all “do” in e cul u ali y e e y day, di ec ly o indi ec ly. The main pedagogical implica ion o hese ideas is o mo e beyond he adi ional unde s anding o cul u e as a “collec ion o hings” and he igid dicho omies o sel s. o he , and o my cul u e s. you cul u e, and ins ead, engage wi h each o he ’s he i ages, iden i ies, pe spec i es, and alues, and explo e how hey in e wine (Maine e al., 2019). Despi e hese heo e ical ad ancemen s, schola s no e ha in e cul u al educa ion s ill la gely elies on a na ow and s a ic unde s anding o cul u e, con ibu ing o he ein o cemen o s e eo ypes, biases, and p ejudices (Sommie e al., 2022). Applied language s udies schola s wo king in he c i ical pa adigm emphasise ha language is no me ely a communica ion ool and a gue ha since powe is an essen ial dimension o in e ac ion oday, language and communica ion eache s canno dismiss b oade and o en challenging poli ical, social, and e hical issues (e.g., De in, 2023; Ennse -Kananen & Saa inen, 2022; K amsch, 2020; Pennycook, 2018, 2022; Shapi o, 2022). As K amsch (2011) has poin ed ou , language lea ne s’ p ima y goal, especially a mo e ad anced le els, is no o achie e nea -na i e p o iciency as a goal in i sel , bu o de elop a mo e sophis ica ed symbolic compe ence, which enables hem o unde s and he in icacies o in e ac ion (such as unde lying ideologies o mul imodally and o en implici ly con eyed meanings), o iden i y opics and pe spec i es ha a e o e looked o dis ega ded, and o e lec on and posi ion hemsel es. These ideas o eg ound no jus he ole o he con ex and collec i e/indi idual wo ld iews in languaging and meaning-making 5 bu also he poe ic unc ion o language 6: he ma e ial aspec s o communica ion (such as one o oice o silence) and he cul u al and a ec i e laye s o meaning (K amsch, 2021). A simila shi in ocus is occu ing in ansla ion s udies. Fo example, Haapaniemi (2023) ad oca es he econcep ualiza ion o ansla ion as a b oade phenomenon ha ecognises he ole o ma e ial o ms, modali ies, along wi h he social and cogni i e aspec s o meaning-nego ia ion. A ec is ecei ing enewed a en ion (e.g., Pe illi & Ji, 2022) and is inc easingly seen as he in e play be ween in a- and in e pe sonal ac o s, ha is indi idual emo ions (including bodily sensa ions) and socially/cul u ally accep able emo ional esponses (Koskinen, 2020). 4. Holliday’s (2019) no ion o small cul u e o ma ion on he go cap u es hese ansien , e e yday encoun e s in a a ie y o si ua ions, when we posi ion ou sel es, engage in dialogue (o choose no o), and nego ia e he ules o beha iou . 5. C . Bakh in’s (1981) no ion o he e oglossia. 6. K amsch d ew on Jakobson’s (1960) idea ha poe ics should be conside ed an in eg al pa o linguis ics. Ká oly 72 Language educa ion p ac ices wo ldwide ha e adi ionally been unde pinned by a monolingual ideology, iewing languages as dis inc , homogeneous, and s able en i ies and as code sys ems o mas e . Such a s a ic app oach, howe e , is disconnec ed om he eali ies o ou con empo a y wo ld and dis ega ds language use s’ di e se backg ounds, pe sonal his o ies, iden i ies, and indi idual needs. Fo una ely, he g owing awa eness o he linguis ic, social, and epis emological inequali ies in educa ion (and in academia) has spa ked an in e es in mul ilingual and cul u ally esponsi e pedagogies (e.g., K amsch & Zhu, 2016; La iosa, 2016; Li, 2018, 2022) and d awn a en ion o he media ing ole o iden i y and emo ions (e.g., Dewaele, 2010; No on, 2013; Pa lenko, 2005). One cen al concep is anslanguaging, which e e s no jus o swi ching be ween languages/language a ie ies and in eg a ing di e en modali ies bu o c ea ing new, hyb id meanings and iden i ies, while s ill being awa e o he exis ence and powe ul impac o named languages (Li, 2011, 2018). Acco ding o Li (2018, p. 23), language lea ne s and use s b ing oge he hei pe sonal expe iences, en i onmen s, a i udes, belie s, and ideologies, along wi h a ange o linguis ic, cogni i e, and semio ic esou ces in “one coo dina ed and meaning ul pe o mance” ( anslanguaging space). While ansla ion as a cogni i e/linguis ic ac akes language bo de s se iously and is p oduc -o ien ed and linea (mo ing om sou ce o a ge language), a anslanguaging app oach illumina es he c ea i e and s a egic p ocesses in ol ed in ansla ion, when he ansla o is nego ia ing meaning, elying on a pool o linguis ic/semio ic/senso y esou ces wi hin hei epe oi e (Baynham & Lee, 2019). In ac , as he au ho s sugges , each momen du ing ansla ion is a anslanguaging space, whe e languages, language a ie ies, egis e s, discou ses, cul u al spaces, and semio ic modali ies mee , wi hou he ansla o being s ongly awa e o he bo de be ween hem. As hey a gue, his app oach enables us o elinquish he idea o pe ec ansla abili y and emb ace he complexi y o meaning and he polyphony o oices. Bu mos impo an ly, anslanguaging spaces a e embedded in a pa icula cul u al and his o ical con ex wi h hei dominan ideologies (Baynham & Lee, 2019). When conside ing ansla ion as an ins i u ionalised p ac ice, ideologies mani es no only in policy decisions and ansla ion no ms7 bu also in he ac ual ansla ion decisions made by indi idual ansla o s (Munday, 2007). These decisions a e in luenced by pe sonal ideologies (e hical s ance, belie s, alues, mo i a ions, a i udes) and shaped by pe sonal his o ies and con ex s. Thus, a c i ical o ien a ion o ansla ion is help ul, no jus when e isi ing undamen al concep s like language (see Sakai, 2014) o equi alence,8 bu also when conside ing la ge cul u al, social, poli ical, and ideological issues, such as ansla ion and powe (e.g., Gen zle & Tymoczko, 2002), censo ship (e.g., Díaz-Cin as, 2019; Valdeón, 2022), ansla ion as esis ance/ac i ism (e.g., Bake , 2007; Tymoczko, 2010), as well as ansla o s’ isibili y, oles, and agency (e.g., Meylae , 2007; Sela-She y, 2005). In language educa ion, as a co olla y o he mul ilingual u n, he e is a g owing acknowledgemen o he alue o au hen ic and communica i e ansla ion and media ion 7. Policy decisions include, o example, wha ge s ansla ed o who is selec ed as ansla o (B aden, 2021), while ansla ion no ms e e o eade /use expec a ions, p o essional s anda ds, and e hical esponsibili y (Ches e - man, 2016; Tou y, 2012). 8. In he in luen ial essay, Lo i Chambe lain (1988) a gued ha he dis inc ion be ween sou ce and a ge ex is modelled on he adi ional pa ia chal gende bina y. She d ew a compa ison be ween he ep esen a ion o women as in e io o men and he s a us o ansla ed ex s as lowe han he “o iginal”, as well as be ween ai h ulness in ma iage and ansla ion. The pedagogical alue o ansla ion 79 Table 1 S uden mo i a ions o aking he i s cou se (n = 10) S uden mo i a ions F equency, n Gene al in e es in ansla ion 8 T ansla ion as planned/po en ial ca ee pa h 6 Lea ning abou o he cul u es 4 Explo ing cul u e-speci ic wo ds/ph ases 3 Lea ning abou p ac ical aspec s o ansla ion 3 In e ac ing wi h s uden s om o he cul u es 3 Lea ning abou heo e ical aspec s o ansla ion 2 In e es in mul ilingual pedagogy 1 Some in e na ional s uden s epo ed ha no simila cou ses exis ed a hei home uni e si y, and some domes ic s uden s emphasised ha he cou se illed a gap in he a ailable cou se o e ings a JYU: I hink i would be bene icial o o e some ansla ion cou ses in ou p og amme, because i is e y likely ha a o eign language majo will encoun e in he wo king li e asks ha a e ela ed o ansla ing. Jus wanna say ha I was hoping be o e ha a cou se like his would be a anged a some poin , so I’m glad i inally happened! S uden s’ p e ious ansla ion expe iences Se e al s uden s had some ansla ion expe ience be o e aking he cou se, mos ly unpaid/ olun a y o ms o nonp o essional ansla ion (Table 2). Many o hem engaged in a ious ypes o media ion o help amily membe s, iends, colleagues, o e en eache s, some had ansla ed w i en o audio isual ma e ial o pe sonal enjoymen (hobby o an ansla ion),15 and some men ioned ha ing had a (side) job ocusing on o in ol ing ansla ion. Table 2 S uden s’ p e ious ansla ion expe iences F equency, n 2021 (n = 10) F equency, n 2022 (n = 17) Media ion, o help o he s 8 16 Fo pe sonal enjoymen 5 6 As a paid job/side job 2 3 Rega ding p e ious cou ses, in he i s cou se, only wo s uden s epo ed ha ing aken a p ac ical ansla ion cou se on a speci ic language pai . In he second cou se, one in e na ional s uden was majo ing in ansla ion s udies, and i e o he s uden s had comple ed p ac ical ansla ion cou ses a JYU, he Open Uni e si y, o hei home uni e si y. 15. The ex gen es men ioned included child en’s s o ies, kni ing pa e ns, ideo sub i les [TED alks, Cou se a ma e ials], anime mo ies, song ly ics, and poems. Ká oly 80 S uden s’ ini ial iews on ansla ion as an ac i i y and a u u e s udy o ca ee op ion Ini ial iews we e in es iga ed di ec ly only in he i s cou se (n = 10).16 Conce ning hei iews on ansla ion as an ac i i y, all s uden s men ioned he impo ance o language compe ence, ou e e ed o cul u al and ield-speci ic knowledge and ou emphasised ansla ion ools/ esou ces. Only wo s uden s men ioned cogni i e/a ec i e/a i udinal elemen s, ci ing a en ion o de ail, cu iosi y, passion, in e es in o he cul u es, c ea i i y, esilience, collabo a ion skills, and commi men o li elong lea ning. Knowledge abou ansla ion as an ac i i y and p o essional p ac ice was men ioned only by wo s uden s, who emphasised he impo ance o knowing speci ic ansla ion s a egies, and conside ing he a ge audience, and he in luence o he la ge p o essional con ex ( ansla ion commission, ime p essu e). While s a egic compe ence is a key elemen in he PACTE (2003) model,17 only one s uden explici ly e e ed o i , highligh ing o ganisa ional skills. Rega ding hei u u e goals, wo s uden s epo ed being ce ain o pu sue u he s udies in ansla ion and planning o ind employmen in ansla ion, o ou i was highly p obable, and ou was undecided, wi hou uling ou he possibili y. Changes in s uden s’ hinking abou ansla ion as an ac i i y A he end o bo h cou ses, nea ly all s uden s epo ed ha ing gained a deepe unde s anding o ansla ion, as illus a ed by hese wo commen s: This was en i ely a di e en expe ience as he ansla ion I ha e done p e iously has always been qui e “mechanical”, whe eas his was a lo mo e c ea i e. I used o hink e y one-dimensionally ha ansla ion is jus ansla ing li e ally wha is said o w i en. Bu he e is so much mo e you need o ake in o conside a ion. Speci ic aspec s ha we e e e ed o mos included becoming mo e awa e o he complexi y o meaning and acknowledging he challenges o con eying he in ended meaning o in e p e ing meaning. Rega ding ansla ion compe ence, many o hem epo ed ha ing de eloped a deepe ecogni ion o cul u al backg ound knowledge, speci ic ansla ion echniques, and a ious ools and esou ces. Se e al s uden s unde lined he i al ole o in e ac ion and collabo a ion du ing ansla ion, and many became mo e awa e o he social/ ideological issues linked o ansla ion: Wha ne e occu ed o me be o e (and changed du ing he cou se) is ha i akes a lo o ime and e o o choose he “ igh ” ansla o o a ce ain opic because a ansla o holds a lo o powe . Some s uden s s a ed hinking abou he ole o ansla ion in hei e e yday li e and in cul u al exchange. Finally, a ew s uden s began e lec ing on he alue o ansla ion in language educa ion, ela ed o hei u u e ca ee goals as eache s. 16 In he second i e a ion, in he end-o -cou se e lec ion ask, s uden s equen ly e e ed o hei ini ial iews when discussing he changes in hei hinking. 17 I encompasses he en i e p oblem-sol ing p ocess om planning o e alua ion and ac i a ing he o he sub-compe ences. The pedagogical alue o ansla ion 81 Changes in s uden s’ pe spec i es on ansla ion as a s udy o ca ee op ion Changes in he s uden s’ s udy o ca ee aspi a ions a e p esen ed in Table 3. Table 3 Changes in pe spec i es on ansla ion as a s udy/ca ee op ion Pe cei ed change F equency, n 2021 (n = 13) F equency, n 2022 (n = 17) Became e en mo e in e es ed in ansla ion as he p ima y ca ee goal 3 3 Became less su e due o he challenges ecognised, bu s ill gene ally in e es ed in ansla ion as a ca ee op ion 6 5 Undecided, ansla ion is one possible ca ee op ion 4 5 No in e es ed in becoming a p o essional ansla o 0 4 One s uden epo ed he ollowing: I was conside ing becoming a p o essional ansla o in he u u e al eady be o e I a ended his cou se, and now I am e en mo e con inced ha his would be a e y i ing ca ee choice o me. The ou s uden s in he second cou se who had no in e es in becoming a p o essional ansla o ci ed a ious easons: he wo k being oo demanding and he ield oo compe i i e, lacking genuine passion, o no speaking addi ional languages. Howe e , hey added ha hei u u e job may s ill in ol e ansla ion/media ion. S uden s’ indi idual posi i e and nega i e lea ning expe iences S uden s’ posi i e lea ning expe iences we e ela ed o h ee dimensions o cou se design: s uc u e, lea ning e en s, and lea ning ma e ials and en i onmen s (Appendix E). In e ms o he cou se s uc u e, almos all he pa icipan s named he oppo uni ies o in e cul u al in e ac ion as he mos highly alued aspec . S uden s highligh ed ha hese oppo uni ies enhanced hei c i ical hinking, sel - e lec ion, and expanded hei knowledge abou o he languages and cul u es. S uden s also liked he elec i e o ma and emphasised ha he con en was pe sonally ele an o hem and aligned wi h hei in e es s. S uden s iden i ied he p ojec wo k as he mos aluable lea ning e en . I was desc ibed as “exci ing”, “in iguing”, “educa ional”, “insigh ul”, “mo i a ing”, “p oduc i e”, “ un”, and “di e en ”. As one Finnish s uden w o e: I o en ind g oup wo k e y i ing and wi hou a pu pose (g oup wo k jus o he sake o ha ing some hing o do), bu his ime i el e y pu pose ul as e e yone on he eam had some hing o ac ually con ibu e. Some in e na ional s uden s epo ed ha his was he i s ime hey e e did g oup wo k o exp essed hei own iews. The class discussions we e gene ally conside ed engaging and hough -p o oking, and many s uden s app ecia ed he small p e- asks asking hem o look in o a eal-wo ld case, ac i a e p io knowledge, o b ains o m ideas. On he o he hand, s uden s di e ed in hei p e e ed Ká oly 82 lea ning app oach. Some a ou ed p ac ical asks and sha ing pe sonal expe iences, while o he s alued concep ual discussions and exchanging iews. This was also e lec ed in opic p e e ences. Many ound Pede sen’s model o ans e s a egies he mos use ul, especially due o he illus a i e examples and he oppo uni y o apply he heo y in he p ojec wo k. O he s, howe e , liked discussions on he no ion o cul u e, he social/ideological/e hical aspec s o ansla ion, o ansla ion as a p o essional p ac ice: This was he i s cou se whe e Ho s ede’s ideas we e ques ioned. In [ he s uden ’s mino ], his ideas a e p e y much aken a ace alue, and we we e no encou aged o ques ion hem. The con e sa ion abou who ge s o ansla e o is allowed o ansla e some hing was also e y eye-opening. I was ascina ing o lea n mo e abou he eali y o ansla ion wo k and look a he di e en ways ansla ion compe ence has been de ined by esea che s. The discussion on dubbing and sub i ling was seen as pa icula ly illumina ing due o he di e si y o pe spec i es add essed: As someone who eally enjoys hea ing he o iginal oices o ac o s and oice ac o s and g ew up wi h mos ly sub i led shows, I had ne e eally hough abou he posi i e sides o dubbing. Conce ning lea ning ma e ials/en i onmen s, s uden s app ecia ed mul imodal ma e ials and he use o Flinga. In addi ion, he ex a ma e ials, ools, and esou ces sha ed du ing he cou se we e alued highly, especially by hose planning u he s udies in ansla ion. S uden s also b ough up he a ec i e/a i udinal dimension o lea ning. Fo example, hey men ioned ha he elaxed class a mosphe e and he con e sa ional one du ing open discussions inc eased hei o e all engagemen . Ano he equen ly men ioned aspec was he in e play be ween eache and s uden emo ions and mo i a ion: The eache seemed o be eally en husias ic abou he opic which I hink always enhances he o e all cou se a mosphe e. . . [i ] made me mo e in e es ed in he opics discussed. The cou se posi i ely in luenced some s uden s’ in e na ional mindse as well. A ew o hem epo ed ha ing made in e na ional iends and ag eeing o keep in ouch e en a e he cou se. One s uden w o e he ollowing: I was because o he people I me du ing his cou se ha I had he cou age o apply o an exchange in Japan. I ha d eam comes ue, I’ll c edi i pa ly o his cou se. The cou se made some pa icipan s hink abou he impo ance o speaking many languages, and a ew o hem no iced becoming mo e posi i e owa ds English as a lingua anca. Some s uden s app ecia ed he oppo uni y o p ac ise hei English and e en o he languages, a ew acknowledging ha he cou se helped hem add ess hei language anxie y. Being allowed o b ing in hei own language/cul u e also igge ed posi i e emo ions: I was a comple ely new expe ience o me o use my [s uden ’s i s language] in an “English class” and alk abou my cul u e o jus eely say wha I hink. All in all, he cou se was gene ally well ecei ed. As one s uden e alua ed i : The pedagogical alue o ansla ion 83 All in all, he cou se was e y in o ma i e, and i made me wan o lea n abou ansla ion e en mo e. I belie e he amoun o in o ma ion augh was good o an in oduc o y cou se. I ga e a good o e iew abou wha ansla ion is ac ually abou and how i is done, and he g oup p ojec also wo ked e y well wi h he con en o he cou se. S uden s, howe e , also epo ed less posi i e lea ning expe iences, mos ly ela ed o he cou se s uc u e (low amoun o c edi s, sho du a ion o he cou se).18 Challenges also a ose om he size o he p ojec eams and he design o ce ain lea ning e en s. The nex sec ion add esses hese issues, which a e di ec ly ela ed o he pedagogical adjus men s al eady implemen ed o planned. Discussion The pedagogical alue o ansla ion The indings suppo p e ious obse a ions abou he popula i y o ansla ion cou ses among language s uden s (Sewell, 2004). T ansla ion and media ion, especially in in o mal si ua ions and/o linked o pe sonal in e es , seem o be a na u al pa o s uden s’ e e yday li e and a e la gely seen as pe sonally ul illing, c ea i e ac i i ies wi h a eal-wo ld alue. T ansla ion is also an a ac i e o possible ca ee op ion especially o s uden s who s udy o a language deg ee bu do no plan o become eache s. Being awa e o he compe i ion cha ac e ising he ansla ion ma ke , hese s uden s commonly eel he need o s udy u he , in p o essional aining p og ammes, o become a “good”/p o essional ansla o . These indings a e pa icula ly in e es ing in ligh o he cu en discussion in ansla ion s udies on he s a us o p o essional “inside s” and nonp o essional “ou side s” (Pé ez-González & Susam-Sa ae a, 2012). The deba e is linked o he shi ing iews on ansla ion compe ence and he de elopmen o expe ise, e lec ing he changing landscape o he ansla ion indus y (Jääskeläinen e al., 2011) and he g owing p ac ice o nonp o essional ansla ion (Pé ez-González & Susam-Sa ae a, 2012). The indings also poin o he issue ha only a ew ansla ion cou ses a e a ailable a JYU (mainly p ac ical cou ses on speci ic language pai s), sugges ing ha a cou se ha app oaches ansla ion mo e b oadly is highly use ul o s uden s in a ious deg ee p og ammes o ien ed owa ds languages and cul u es, especially because ansla ion can se e as a b idge be ween hese wo hemes (Kemp, 2012). The esul s also con i m p e ious obse a ions ha hose wi hou o mal ansla ion aining o en ha e a ela i ely na ow iew o ansla ion compe ence wi h a ocus on linguis ic aspec s and cul u al backg ound knowledge (Göp e ich & Jääskeläinen, 2009; Tou y, 2012). Howe e , a single and ela i ely sho cou se seems o be able o b ing abou changes in he s uden s’ app oach: a he han iewing ansla ion as au oma ic linguis ic ans e , hey began o see i as a c ea i e and p oblem-sol ing endea ou embedded in complex social/cul u al/ ideological con ex s (Baynham & Lee, 2019). The indings on s uden lea ning expe iences sugges ha he cou se, by aiming o mo e beyond an essen ialising and powe -e asi e app oach (Ennse -Kananen & Saa inen, 2022), seems o encou age s uden s o conside /do cul u e om a mo e c i ical pe spec i e (K amsch & Zhu, 2020). I also challenges hem o examine ing ained pa e ns o hough and 18. These issues we e add essed in he mos ecen upda e o he cu iculum. The changes will apply om he 2024–25 academic yea . Ká oly 84 p e iously acqui ed knowledge (such as Ho s ede’s [1984] amewo k,19 which, appa en ly, may s ill emain unp oblema ised). Discussions ela ed o he social, poli ical/ideological, and e hical dimensions o ansla ion seem o e ec i ely p omo e c i ical language awa eness (Shapi o, 2022) and sel - e lec ion, key aspec s o in e cul u al lea ning, which a e essen ial in oday’s c ises-laden clima e ha equi es indi iduals o ac esponsibly (La o e, 2024). When discussing cul u e, howe e , eache s need o be mind ul o hei language use and a oid acialising, s e eo yping, and o he ing discou ses (Lee, 2015). Using ansla ion as a esou ce in cul u ally esponsi e/ ele an pedagogies (Gay, 2018; Ladson-Billings, 2014) seems o ha e mul iple bene i s, especially when he p inciples o ac i e, collabo a i e, and p oblem-based lea ning a e applied. Making s uden s eel ha hei di e se (and dynamic) iden i ies a e acknowledged and espec ed (Komisa o & Zhu, 2016; Peskolle , 2022) con ibu es o ans o ma i e in e cul u al expe iences (Fielding e al., 2023). In he anslanguaging spaces (Baynham & Lee, 2019; Li, 2018) c ea ed, s uden s can examine and nego ia e mul iple iewpoin s and meaning, e lec on hemsel es, and de elop hei symbolic compe ence (K amsch, 2011). The ocus on cul u e-speci ic i ems enables s uden s o zoom in on he mic ode ails o he ansla ion p ocess and illumina es he complexi y o meaning along wi h he in ica e c ea i e and dynamic p ocesses in ol ed in meaning nego ia ion. Howe e , since some s uden s may be un amilia wi h ce ain pedagogical app oaches/me hods and hus expe ience discom o , e en i hey do no explici ly b ing his up, he e is a need o cau ion when using eamwo k o when expec ing s uden s o openly exhibi c i ical hinking in cul u ally di e se class ooms (Bali, 2015). The esul s also con i m p e ious indings abou he impo ance o conside ing mul iple aspec s o s uden engagemen (Shi ley & Ha g ea es, 2021) and he ela ionship be ween eache and s uden a i udes and emo ions (Ca anagh, 2016; Kelle e al., 2016). Cou se de elopmen The basic pedagogical design o he cou se seems o be e ec i e, bu he e is ce ainly oom o imp o emen . In he cu en upda e o he cu iculum (2024), I ha e made changes o bo h he s uc u e and con en . Besides e ising he cou se desc ip ion and lea ning ou comes, I ha e aised he numbe o c edi s om wo o h ee, added mo e class sessions, and ex ended he du a ion o he cou se. The aim is no o del e mo e ex ensi ely in o ansla ion heo y bu o enable deepe c i ical discussions based on opics cu en ly discussed in ansla ion s udies and ecen eal-wo ld cases as well as o e a b oade ange o asks wi h e en mo e oppo uni ies o in e ac ion. I also emo ed he ph ase “cul u e-speci ic i ems” om he name o he cou se because i may sugges a adi ional, limi ed app oach o cul u e and imply a na owe pe spec i e han wha he cou se ac ually has. While he p ojec wo k was gene ally well ecei ed, a ew s uden s did no pa icula ly enjoy i , pa ly due o hei lea ning p e e ences and pa ly linked o a ious issues wi hin he g oup, pa icula ly ime managemen . In he u u e, I will dedica e some ime in he egula class sessions o he p ojec wo k, hus educing he need o s uden s o a ange mee ings beyond he cou se schedule. De e mining he g oup size and eam composi ion has also 19. Ho s ede aimed o unde s and cul u al di e ences based on six key dimensions: powe dis ance, unce ain y a oidance, indi idualism–collec i ism, masculini y– eminini y, and ime o ien a ion. His heo y has been widely c i icised no jus on he g ounds o esea ch me hodology bu also o i s o e simpli ied, s a ic, and de e minis ic app oach o cul u e. The pedagogical alue o ansla ion 85 posed challenges as hese a e o en dependen on he numbe o domes ic and in e na ional s uden s in he ac ual cou se. S ill, I ound i impo an o se a maximum o ou as he g oup size. Ex ending he ime ame o each g oup p esen a ion is expec ed o allow a deepe examina ion o he opic and mo e meaning ul pos -p esen a ion discussions wi hou eeling p essed o ime. To add ess he issue o eamwo k being an un amilia lea ning me hod o some s uden s and o inc ease he anspa ency o eamwo k, I ha e in oduced he CATME a ing ool o help s uden s e alua e hemsel es and hei pee s (Ohland e al., 2012). One speci ic ac i i y ha needs mo e ca e ul planning is he discussion on dubbing and sub i ling. While no designed as a adi ional deba e, in he second cou se his ac i i y had a compe i i e one. This may ha e o do wi h he ace- o- ace o ma o he na u e o he p e- ask, in which s uden s we e di ided in o wo g oups and collec ed a gumen s o one mode and agains he o he . Anyhow, since deba es ha e social and cogni i e isks esul ing om he compe i i e a mosphe e (As e han & Babichenko, 2015; As e han & Schwa z, 2016), I need o change he ins uc ions and ensu e ha he discussion emains collabo a i e and cons uc i e wi h he o e all goal o compa ing and con as ing ideas, explo ing pe spec i es, and/o eaching a consensus. Al hough he cou se is no a ansla ion cou se pe se, and s uden s a e no ansla ing longe passages o ex ,20 many s uden s exp essed he wish o do mo e ac ual w i en ansla ion. One conc e e idea is o ansla e sho ex s in o English, he sha ed language, and/o om English in o he pa icipan s’ i s languages. In his ac i i y, s uden s could also y ou ee machine o AI-assis ed ansla ion ools (e.g., Google T ansla e, Bing Mic oso T ansla o , DeepL, Re e so; see Flanagan & Ch is ensen, 2014), and we could discuss hei alue and limi a ions. Such a ask could be pa icula ly mo i a ing i pa icipan s’ own ex s a e used as sou ce ma e ials (e.g., a poem, a sho s o y, song ly ics, o any hing hey a e willing o sha e) o when a emp ing o ansla e in alinguis ic cul u al e e ences, such as idioms, p o e bs, sayings, colloca ions, jokes, o puns. A simila idea was pilo ed by Łoboda and Mas ela (2023), whe e s uden s e alua ed and pos -edi ed machine- ansla ed cul u e- bound ex s (Polish legends). I would also be bene icial o in i e a gues – an expe ienced ansla o /in e p e e wi h/ wi hou p o essional quali ica ion o a someone om a mino i y cul u e in Finland – and ha e an in e ac i e discussion abou hei wo k and hei iews on expe ise/compe ence, abou languages and cul u es, and abou social/poli ical/ideological issues hey encoun e ed. Finally, al hough he p inciple o mul imodali y is al eady e lec ed in he cou se, I am planning o highligh he semio ic di e si y o meaning-making e en mo e (Pennycook, 2016). Fo example, s uden s could b ing hough -p o oking pieces o a /music ela ed o hei cul u es (again, in a b oad sense), which could igge in iguing discussions abou he complexi y o cul u e, iden i y, and (in e semio ic) ansla ion. As Lau enbache (2024) has poin ed ou , engaging wi h images and mul imodal ex s is an inc easingly common aspec o ansla ion oday ( ansla ing image i les/cap ions, audio isual ansla ion, audio desc ip ion, e c.), bu ansla o s need o be awa e o he e ec o hei own pe sonal in e p e a ions o he isual message. In he cou se, we could y his ou by u ilising s uden s’ own pho og aphs, which, e oking pe sonal emo ions and expe iences, could p o ide ma e ial o meaning ul con e sa ions. 20. Since he pa icipan s (and he eache ) do no necessa ily speak each o he ’s i s languages, assessing longe w i en ansla ions could be challenging. Rega ding li e o al ansla ion/media ion ac i i ies, e en hough hey would be highly use ul, I do no plan o use hem as hey may cause unnecessa y anxie y in some s uden s. Ká oly 86 Conclusions The esea ch p esen ed he e o e ed insigh s in o he pedagogical alue o ansla ion. Gi en i s complex cul u al, social, e hical, and ideological dimension, I a gue ha o ha ness i s ull pedagogical po en ial, ansla ion should no be conside ed only as a p ac ical ac i i y bu also as a heo e ical opic and a subjec o c i ical discussion. App oached like his, ansla ion dese es a mo e p ominen place in mul ilingual pedagogies ha also inco po a e in e cul u al lea ning objec i es. Since he esea ch epo ed he e was a small scale, localised s udy, ocusing on a single cou se, he indings canno be au oma ically gene alised o o he con ex s o se ings. The esea ch was also limi ed in se e al ways. Due o a ious ac o s, he da a collec ion me hods di e ed in he wo i e a ions. Mo eo e , since I conduc ed he esea ch on my own p ac ice independen ly, I mus acknowledge he po en ial in luence o my pe sonal in ol emen . To a oid con i ma ion bias, I ied o emain mind ul o my posi ion, pe spec i e, and biases and o ac i ely e lec on he esul s, while also discussing hem wi h a colleague. Ano he limi a ion, inhe en in p ac i ione inqui y, is ha he pa icipan s we e my own s uden s, making anspa ency and commi men o e hical p inciples c ucial. To minimise social desi abili y bias, I emphasised ha pa icipa ion in he esea ch was olun a y and eassu ed he pa icipan s ha hei pe spec i es would no in luence hei cou se assessmen in any way. I also unde sco ed he impo ance o p o iding balanced and c i ical eedback wi h a iew o imp o ing he lea ning expe iences o u u e cou se pa icipan s. F om he iewpoin o my p o essional de elopmen , engaging in pedagogical expe imen a ion and inqui y-based esea ch p o ided an ex emely ewa ding expe ience. The bene i s can be iden i ied mos ly a he indi idual le el, including inc eased cul u al sensi i i y, mo i a ion, and en husiasm, a highe sense o au onomy, sel -e icacy, and agency, and a s onge iden i y as a eache – esea che . Howe e , as Edwa ds (2021) highligh ed, he bene i s o p ac i ione esea ch go beyond he le el o indi idual p o essional de elopmen . The cou se has gene a ed in e es among my colleagues and has pa ed he way o po en ial u u e collabo a ions. In sho , ansla ion appea s o be a aluable esou ce and is well-aligned wi h he pedagogical app oach emb aced by Mo i. I also seems o be bene icial o in eg a e ansla ion, as a p ac ical ac i i y and/o a c i ical discussion opic, in o he cu iculum o a ious deg ee p og ammes. In addi ion o language and communica ion s udies (including jou nalism), ansla ion has ele ance o music, a , and cul u e s udies, p og ammes wi hin he social sciences, educa ion, IT, his o y and e hnology, spo and heal h sciences, public adminis a ion, and business and economics.21 In he u u e, esea ch could mo e ex ensi ely explo e s uden s’ iews on ansla ion as an ac i i y and u u e s udy/ca ee op ion, s uden s’ and acul y membe s’ nonp o essional ansla ion expe iences, as well as lec u e s’ pe spec i es on ansla ion as a pedagogical esou ce. Sys ema ic ac ion esea ch could assess he alue o in eg a ing ansla ion in o pedagogical p ac ices a a ious le els, e en in monocul u al class ooms. Finally, design-based s udies could ocus on c ea ing and e alua ing inno a i e and e idence-based pedagogical solu ions, including cou ses o p og ammes u ilising ansla ion as a pedagogical esou ce, whe he limi ed o a single ield o encompassing mul iple ields o disciplines. 21. 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Educa ional Ac ion Resea ch, 29(3), 396–413. h ps://doi.o g/10.1080/09650792.2020.1718513 Ennse -Kananen, J., & Saa inen, T. (2022). Can you imagine? An imagina y o Finland’s highe educa ion as an i-opp essi e, in e sec ional p ac ice. In M. Sommie , A. Roiha & M. Lah i (Eds.),In e cul u ali y in highe educa ion(pp. 11–26). Rou ledge. h ps://doi.o g/10.4324/9781003322702-2 Eu opean Commission (2022). Eu opean Mas e ’s in T ansla ion – EMT compe ence amewo k. h ps://commission.eu opa.eu/sys em/ iles/2022-11/em _compe ence_ wk_2022_en.pd The pedagogical alue o ansla ion 95 Appendices Appendix A Key Topics Add essed in he Cou se • T ansla ion s udies as an independen discipline: main app oaches, majo u ning poin s • Types o ansla ion, p o essional s. nonp o essional ansla ion • The concep s o ansla ion and media ion • App oaches o cul u e in in e cul u al communica ion and ansla ion s udies, isible and in isible laye s o cul u e, cul u e and iden i y, ansla o s and in e p e e s as cul u al b oke s/media o s • Common (mis)concep ions abou ansla ion abili y, he ela ionship be ween language compe ence and ansla ion compe ence, ansla ion compe ence models; he de elopmen o ansla ion compe ence: no ice s. expe ienced ansla o s; ansla ion compe ence and gene ic compe ences • Unde s andings o cul u e, app oaches in a ious disciplines including in e cul u al communica ion s udies and ansla ion s udies • Recen ends in esea ching audio isual ansla ion, dubbing & sub i ling, cul u al no ms and indi idual p e e ences, p ac ical, e hical, ideological aspec s • The mul ilaye ed na u e o meaning, including he ole o he sociocul u al con ex and pe sonal dimensions, ansla ion and a ec • Cul u e-speci ic i ems: concep ualisa ions, axonomies, ansla ion s a egies • T ansla ion as a p o ession, ansla ion no ms, b eaking he no ms, ansla o s’ oles, ansla ion, esis ance, and ac i ism • Choosing he ansla o , ansla o iden i y and (in) isibili y, he Amanda Go man case, exclusion in ansla ion as a p o ession, ansla ion and au ho ship, ela ionships be ween ansla o s and au ho s • The mul ilingual u n in language educa ion, symbolic compe ence and he mul ilingual mindse , he alue o ansla ion and media ion in language lea ning and eaching Ká oly 96 Appendix B P e-Cou se Online Su ey Ques ions in he Fi s Cou se Implemen a ion (Following Demog aphic Ques ions) 1. Wha is you age? 2. Wha is you cu en s udy igh a he Uni e si y o Jy äskylä? • Deg ee s uden (BA le el) • Deg ee s uden (MA le el) • Exchange s uden 3. Wha a e you cu en ly s udying (main subjec , specialisa ion, mino )? 4. Wha is you na ionali y? 5. Wha is/a e you i s language(s)? 6. Ha e you p e iously aken any cou se ela ed o ansla ion? • Yes (please speci y) • No (please speci y) 7. Do you ha e any eal-wo ld, o al o w i en ansla ion expe ience ou side o you s udies? • Yes (please speci y) • No (please speci y) 8. Why did you decide o ake his cou se? Wha aspec s o he cou se o opics cap u ed you in e es ? 9. Wha do you hink makes a good ansla o in gene al? 10. A e you planning o pu sue u he s udies ela ed o ansla ion in he nea u u e (in he nex i e yea s)? • De ini ely no • P obably no • Maybe • Ve y p obable • De ini ely yes The pedagogical alue o ansla ion 97 Appendix C Addi ional Ques ions Used in he JYU O icial Web opol Cou se Feedback Su ey a he End o he Fi s Cou se Implemen a ion 1. Wha opics, ac i i ies, and modes o lea ning did you ind in e es ing, enjoyable, hough -p o oking, o use ul o you own lea ning? 2. Is he e a opic ha you would ha e liked o discuss bu was no co e ed in he cou se? 3. Has you hinking abou ansla ion as an ac i i y and as a u u e ca ee op ion changed in any way du ing he cou se? I so, how? Appendix D Ques ions in he Re lec i e Task Used a he End o he Second Cou se Implemen a ion 1. Wha we e he mos posi i e aspec s o he cou se? Wha helped you o lea n / wha wo ked pa icula ly well o you? 2. Wha opics, ac i i ies, o modes o lea ning did you ind mos in e es ing, enjoyable, hough -p o oking, o use ul o you lea ning? 3. How did he g oup wo k go? 4. Wha aspec s o he cou se did you like he leas / wha issues did no suppo you lea ning? 5. Has you hinking abou ansla ion as an ac i i y and a u u e ca ee op ion changed in any way du ing he cou se? I so, how? 6. Did you ha e any eal-wo ld ansla ion expe ience be o e aking his cou se? Ká oly 98 Appendix E Main Aspec s o S uden Lea ning Expe iences Type (elec i e) Fo ma (Zoom/Face- o- ace) Numbe o c edi s Du a ion Pa icipan eligibili y Cou se s uc u e P e- asks In-class ac i i ies P ojec wo k P ojec p esen a ions Lea ning e en s Topics Slides Moodle design Ex a online ools and esou ces Lea ning ma e ials and en i onmen s Mul imodali y Collabo a i e lea ning en i onmen s A ikkelin o sikko 99 PEER FEEDBACK IN TEACHER TEAMS Teache s’ expe iences and possibili ies o de elopmen Ka oliina Ahonen & Jani Ylönen Co- eaching has become mo e popula in highe educa ion ecen ly. Such eamwo k equi es a a ie y o compe ences, including an unde s anding o eam dynamics and e ec i e eam in e ac ion. S udies show ha eedback is in eg al o eamwo k and he p o essional de elopmen o eam membe s. Howe e , while eache s a e used o gi ing eedback o s uden s, hey may equi e suppo wi h eedback in eache eams. Ou s udy examines how eache s o mul ilingual communica ion and language s udies desc ibe ecei ed pee eedback in hei eams: wha meanings hey a ach o i , wha i s con en s a e, and wha could be de eloped. The da a we e collec ed ia an online ques ionnai e and analysed using hema ic analysis. The esul s indica e ha e en hough eache s a e gene ally sa is ied wi h he eedback hey ecei e, hey wish he e would be mo e. Teache s ecei e posi i e commen s on hei join ac i i ies, bu his could be complemen ed wi h mo e cons uc i e eedback. Teache s asked o eedback p ac ices o be join ly de eloped, bo h wi hin hei eams and oge he wi h he adminis a ion. The esul s emphasise he impo ance o eedback o eam in e ac ion, in eg a ion o new membe s in o he eam, and pedagogical de elopmen . As co- eaching becomes mo e popula , he esul s o his s udy o e insigh on how o de elop eam eedback in e ac ion ha suppo i . Keywo ds: co- eaching, co-planning, eedback, mul ilingual pedagogy, p o essional de elopmen , eache eam, eam eaching Yh eisope uksen suosio on kas anu ko keakoulu uksessa iime aikoina. Tällainen iimi yö edelly ää monenlais a osaamis a, ku en iimidynamiikan ja iimin ehokkaan uo o aiku uksen ymmä ämis ä. Tu kimukse osoi a a , e ä palau e on olennainen osa iimi yö ä ja iimin jäsen en amma illis a kehi ys ä. Vaikka ope aja o a o unee an amaan palau e a opiskelijoille, he saa a a kui enkin a i a ukea palau eeseen ope aja iimeissä. Tu kimuksessamme a kas ellaan, mi en monikielis en ies in ä- ja kieliopin ojen ope aja ku aa a iimeissään saamaansa e aispalau e a: millaisia me ki yksiä he siihen lii ä ä , mikä on palau een sisäl ö ja mi ä palau e uo o aiku uksessa oisi kehi ää. Tu kimusaineis o ke ä iin e kkokyselylomakkeella, ja se analysoi iin emaa isen analyysin a ulla. Tulokse osoi a a , e ä aikka ope aja o a yleises i o aen yy y äisiä saamaansa palau eeseen, he oi o a saa ansa si ä enemmän. Ope aja Ahonen & Ylönen 100 saa a yh eis yössään posi ii isia kommen eja, joi a oi aisiin äyden ää aken a alla palau eella. Ope aja kaipaa a sekä iimien e ä hallinnon kanssa yh eises i kehi e yjä palau ekäy än ei ä. Tuloksissa ko os uu palau een ä keys iimin uo o aiku uksessa ja iimiin in eg oi umisessa sekä pedagogisessa kehi ämisessä. Tämä u kimus a joaa ä keää ie oa sellaisen palau e uo o aiku uksen kehi ämiseksi, joka ukee yhä suosi umpaa yh eisope ajuu a. Asiasana : yh eisope us, yh eissuunni elu, palau e, monikielinen pedagogiikka, amma illinen kehi ys, ope aja iimi, iimiope us In oduc ion Co- eaching and he co-planning o cu icula and cou ses ha e become common in highe educa ion in ecen yea s (Dang e al., 2022; Fluij e al., 2016; Voog e al., 2016). The ac o s d i ing his change include he g owing numbe o s uden s, he equi emen o o e mul idisciplina y cou ses (Dang e al., 2022), and he di e si ying needs o s uden s (Fluij e al., 2016). Teache s wo king in mul idisciplina y eams need o nego ia e hei subjec -speci ic pe spec i es and pedagogical iews, which a e also shaped by indi idual p e e ences, o c ea e a cohe en cu iculum and ins uc ion alongside a logical lea ning p og ession o s uden s. This change om adi ionally independen eaching is no wi hou challenges, howe e . These include he need o addi ional esou ces and eelings o ulne abili y (Ha g ea es & O’Conno , 2018; Knigh s e al., 2010). Hence, eache s need speci ic compe ences ela ed o coope a ion and eamwo k mo e han e e . As p e ious s udies indica e ( o a e iew, see London & Sessa, 2006), eedback is an in eg al pa o eamwo k ha can help eams de elop, c i ically e lec on hei wo k, and s eng hen hei iden i y as a eam. In his a icle, we ocus on he Cen e o Mul ilingual Academic Communica ion (Mo i) a he Uni e si y o Jy äskylä, whe e he majo i y o eaching, planning, and cu iculum design akes place in eache eams. Teache s in hese eams ep esen di e en disciplines, he e o e i is an ideal si e o explo e eam membe s’ expe iences and iews on pee eedback. Team- eaching is pa icula ly common a he unde g adua e le el, whe e i is pa o Mo i’s es uc u ed, in eg a ed, mul ilingual, and discipline-speci ic language and communica ion s udies (o en e e ed o by he ac onym UVK; see he In oduc ion o his book by Ká oly e al., 2024). These s udies, ypically consis ing o h ee o ou cou ses, o m a manda o y pa o e e y bachelo ’s le el deg ee p og amme, and hei cu icula a e designed and de eloped in p og amme-speci ic eams, in collabo a ion wi h he ele an depa men s. Each eam consis s o language and communica ion eache s in Finnish, English, Swedish, and o he languages. This sys em is in ended o be lexible and can be modi ied o mee he e ol ing needs o s uden s, wo king li e, and socie y. E e y eam plans he cu iculum and he s udies oge he bu may ha e di e en eaching a angemen s: in some eams he eache s egula ly co- each in he class oom, while in o he s he ac ual class oom eaching is done mo e independen ly. Mos eache s belong o wo o mo e eams, some o as many as i e. The eam sizes a y om ou o a ound 20 people. Some eams a e mo e pe manen wi h less u no e , while o he s expe ience mo e cons an change. In sho , he eams may be e y di e en in e ms o composi ion, which in luences hei in e ac ion and eedback p ac ices. All eams a e di ided Pee eedback in eache eams 101 in o se e al sub- eams. Each has a h ee- o- ou -pe son “X eam” ha coo dina es eamwo k, and each indi idual cou se has i s own eaching eam. Cou ses also ha e esponsible eache s ha o e see he adminis a i e aspec s. The change in Mo i om a mo e adi ional eaching o ganisa ion o a UVK eam o ganisa ion has aken place o e he pas nine yea s, wi h he newes eams s a ing in 2022. Some eache s ha e wo ked in a mo e independen manne o decades p e ious o his change, while o he s ha e s a ed hei ca ee s in hese eams. This ange o expe ience, along wi h he a ying educa ional backg ounds o he eache s wo king in Mo i, p o ides mul iple pe spec i es eams can use o en ich hei planning and eaching, bu his a ie y is also likely o in oduce addi ional conside a ions. In such a mul idisciplina y se ing, eache s need o enego ia e hei p o essional iden i ies and compe ences as hey b ing hei own disciplina y pe spec i es on communica ion, ega dless o he language hey ocus on. Fo example, an English eache is no longe he only expe on communica ion on a cou se since he e a e communica ion eache s sha ing o challenging hei iews and ice e sa. Because he eams wo k in a sel -di ec ed manne wi hou igo ous supe ision, eedback om adminis a ion, such as an immedia e supe iso , has a less p ominen ole. Teache s ecei e eedback on he con en and ins uc ion in indi idual cou ses as well as on he logical p og ession o lea ning wi hin a UVK pa h om he s uden s and om he collabo a ing eache s in di e en depa men s. Howe e , his eedback is limi ed in ha i does no include eedback on in a- eam issues, such as communica ion p ac ices. Pee eedback wi hin eache eams would hus ha e he po en ial o help eams de elop hei eaching and eamwo k. In his s udy, we ocus on pee eedback wi hin eache eams a Mo i. Wi h he help o da a collec ed h ough an online ques ionnai e, we explo e wha kind o pee eedback eache s ecei e, how hey pe cei e ha eedback and how eedback in e ac ion in hei eams should be de eloped. We unde s and pee eedback in eams as an in e ac i e p ocess. I includes seeking, o e ing, gi ing, ecei ing, and u ilising eedback. Howe e , his s udy ocuses on he aspec o ecei ing eedback o wo easons. Fi s ly, indi iduals end o o e a e hemsel es when hey e alua e hei own pe o mance (Dunning e al., 2004). Feedback ecei ed om o he s may he e o e p o ide a less biased e alua ion o one’s pe o mance han sel -e alua ion does. Addi ionally, i allows us o examine indi idual unde s andings o he no ion o eedback, di e en iews on he impo ance and ole o pee eedback, indi idual p e e ences as o he con en o eedback, as well as in e nal eam eedback p ac ices. Pee eedback in eache eams A signi ican pa o wo k in di e en ields and o ganisa ions is done in g oups o eams. Highe educa ion is no excep ion, and unc ions such as eaching and cou se and cu iculum design a e inc easingly done in eams o wo o mo e (see, e.g., Lock e al., 2016; Voog e al., 2016). The e ms co- eaching and eam eaching a e o en used in e changeably in he li e a u e. Bo h p ac ices can be de ined as wo o mo e ins uc o s eaching a g oup simul aneously and coope a ing on o he aspec s o he eaching p ocess, such as planning and assessmen (Ba ahona, 2017; Lock e al., 2016). The eache eams in his s udy may co- each in he class oom simul aneously, bu mos impo an ly, hey co-design he cu iculum and he cou ses. Fo he pu pose o his a icle, we use he e ms co- eaching and co-planning o desc ibe he a ious ac i i ies ha eache eams pe o m in o de o design, implemen and assess cu icula and cou ses. Ahonen & Ylönen 102 Acco ding o Niemelä (2008), sa is ying eamwo k is ela ed o gene al sa is ac ion in wo king li e. Well- unc ioning eams ha e mo e independence and mo e oppo uni ies o use hei expe ise han do non- unc ioning eams. Addi ionally, he membe s o well- unc ioning eams expe ience hei wo k o be mo e meaning ul, and hey ha e be e ela ionships wi h hei co-wo ke s. Co- eaching, o any kind o eamwo k, does no au oma ically lead o posi i e esul s, and wo king in a poo ly unc ioning eam can also be bu dening and s ess ul (Niemelä, 2008). Issues ha eache eams ace can a y om p ac ical aspec s, such as ime cons ain s, o emo ional ones, such as eelings o ulne abili y ela ed o eaching expe ise, o a eeling o being “ o ced” o co- each (Knigh s e al., 2010). Voog e al. (2016) ha e conside ed eache s collabo a i ely designing cu iculum as a “speci ic o m o a p o essional lea ning communi y” ha can a ec bo h cu iculum and he p o essional de elopmen o eache s (p. 123). A well- unc ioning eache eam wo king oge he in cu iculum and cou se design equi es, i s and o emos , communica ion compe ence om all eam membe s. The communica i e asks eache eams can include asks ha a e coo dina i e, such as wo k dis ibu ion and scheduling; ope a i e, such as p oblem- sol ing and decision-making; inno a i e, such as c ea ing ideas; ela ional, such as social suppo ; and de elopmen al, such as assessing and de eloping he eam (see Raappana & Valo, 2015 o he ca ego isa ion o communica i e asks in i ual eams). To comple e hese asks, especially de elopmen al ones, eams need o e lec on hei p ocesses and pe o mance, which can be done h ough eedback. The e is ex ensi e esea ch abou eedback in educa ion, bu i mos ly ocuses on eache – s uden eedback (e.g., E ans, 2013; Hende son e al., 2021). The concep o pee eedback in he con ex o highe educa ion ypically e e s o s uden - o-s uden eedback (e.g., Nelson & Schunn, 2009), and less o en o eache - o- eache eedback. Resea ch in es iga ing eedback be ween co- eache s has ocused, o example, on eedback on no ice eache s’ eaching skills (e.g., Eck & Ramsey, 2019; Wenne be g & McG a h, 2022). In hei s udy, Wenne be g and McG a h (2022) ound ha collegial pee e iew was ecei ed as a mos ly posi i e p ac ice ha esul ed in less isola ion, be e unde s anding o wha was going on in he depa men , s eng hened hei unde s anding o hemsel es and o he s as eache s, as well as u he collabo a ion be ween indi iduals. They also ecognised some ensions when gi ing eedback o a mo e expe ienced eache o i he ecei e was no open o eedback. Teams’ o e all pe o mance can inc ease signi ican ly wi h he help o in a- eam eedback (Raske e al., 2000). In a e iew o he e ec s o eedback on eams by Gabelica e al. (2012), eedback was also seen o help eams ocus on hei p ocesses, adjus hei goals, c i ically e lec on asks and si ua ions, and in oduce new ideas. Fu he mo e, eedback has he po en ial o enhance eam lea ning since i can help eams o moni o and egula e hemsel es. In addi ion, acco ding o London and Sessa (2006), eedback can p omo e he de elopmen o he g oup, s eng hen i s iden i y, as well as help change oles, esponsibili ies, and beha iou pa e ns. On an indi idual le el, eedback has he capaci y o inc ease he sense o commi men o he g oup and one’s pe sonal capabili y. The e o e, we sugges ha in eache eams wi h long- e m goals ela ed o pedagogical de elopmen , eedback ha conside s issues o he han class oom eaching skills, such as eamwo k o pedagogical planning, may be ele an . Fo eedback o unc ion well in eams, i needs o be suppo ed by ce ain o ganisa ional and eam-le el condi ions. Bake e al. (2013) sugges ha o ganisa ional eedback p ac ices a e slowly changing om ask- ela ed eedback o dialogue and a mo e “ eedback- iendly cul u e”. They also p opose ha such a cul u e has h ee p e equisi es: i s , he managemen Pee eedback in eache eams 103 mus ecognise and p omo e he added alue o a lea ning o ganisa ion; second, he wo kplace mus be psychologically sa e and us wo hy; and inally, dialogue and lexible communica ion should be he no ms ac oss he o ganisa ion. In addi ion o o ganisa ional suppo o eedback, eam cha ac e is ics also ma e . In hei s udy on eache eams, Dang e al. (2022) ound ha a suppo i e and collegial, noncompe i i e en i onmen helped eache s cope wi h con adic ions and challenges ela ed o co- eaching. They also obse ed ha eams needed ules on o ganisa ion, planning, and communica ion o enhance eam cohe ence and mu ual unde s anding. Feedback can be an impo an ool o nego ia ing challenges, e lec ing, and making eam ules explici o all eam membe s. T us wi hin a eam is also an impo an p econdi ion o success ul eedback in e ac ion. Fo example, Peña oja e al. (2015) ound ha in o ma ion p ocessing and lea ning imp o es when eam membe s ecei e eedback abou hei ac ual pe o mance and hei p ocesses, bu only when eam us is high. Fu he mo e, Pe e son and Beh a (2003) sugges ed ha eams ha ha e no es ablished us be o e ecei ing nega i e eedback a e mo e likely o expe ience high ela ionship con lic and pe o m poo ly. Feedback in e ac ion in eams is a p ocess consis ing o mul iple phases and shaped by a ious ac o s. Feedback can conce n indi idual eam membe s o he whole eam. Feedback ecei ed as a g oup may be sc u inised mo e han when i is ecei ed indi idually, and i can mo e o en lead o mo i a ion o lea n and de elop, which can imp o e he o e all g oup pe o mance as well (London & Sessa, 2006). As men ioned ea lie , eedback in eams can include di e en aspec s, such as seeking, gi ing, ecei ing, o p ocessing eedback. In ac , many s udies do no explici ly e e o he no ion o eedback bu use such concep s as collabo a i e p o essionalism (Ha g ea es & O’Conno , 2018), e lec i e p ac ice (B adbu y e al., 2010), o eam e lec ion (Fluij e al., 2016) ha can help us unde s and he phenomenon mo e ho oughly. Fo example, eam e lec ion can help eams o eam membe s ocus on hei pe o mance in o de o achie e mu ual pedagogical goals h ough collabo a i e sensemaking (Fluij e al., 2016), simila ly o eedback. Feedback can occu in a dialogue (see, e.g., Ca less, 2013), when c ea ing a common unde s anding is impo an , o i can be o e ed as a one-way message (see, e.g., Molloy & Boud, 2013). In his s udy, we de ine pee eedback in eams as an in e ac i e p ocess be ween wo o mo e eam membe s, wi h he goal o sha ing in o ma ion, which can be used o e lec on he ac ions, beha iou s, p ac ices, p ocesses o pe o mance o an indi idual eam membe , mul iple membe s, o he whole eam. In his s udy, we ocus on he eedback eache s ecei ed om each o he . As Ash o d and Cummings p oposed al eady in 1983, indi iduals seek eedback in wo ways: by moni o ing, ha is obse ing he beha iou s o o he s o cues ha can be in e p e ed as eedback, and inqui y, ha is di ec ly asking o in o ma ion om someone. The e o e, in a con ex whe e eache s cons an ly collabo a e in eams, i is in e es ing o ind ou wha exac ly is pe cei ed as eedback. Me hods Da a collec ion and pa icipan s The ques ionnai e we used in he esea ch (Appendix A) had bo h quali a i e and quan i a i e ques ions, wi h an emphasis on he quali a i e. I also included backg ound in o ma ion (leng h o ca ee in Mo i, subjec g oup, numbe o eams). We sen he online ques ionnai e Ahonen & Ylönen 104 o all o he eache s in Mo i, (app oxima ely 110) ia email wi h a eques o pa icipa e i he eache had wo ked in a UVK eam du ing he pas academic yea . This na owed he po en ial numbe o pa icipan s o abou 80. I is di icul o es ima e exac numbe s since many eache s belong o se e al eams and he e is u no e in bo h Mo i and he eams. The pa icipan s had a choice o answe he ques ionnai e in Finnish o English. Thi y- wo eache s ou o he app oxima e o al o 80 esponded o he ques ionnai e, o a esponse a e o 40%. Twel e pa icipan s had wo ked in Mo i o 2 yea s o less, i e had wo ked he e o 3 o 6 yea s, six o 7 o 10 yea s, and nine o 11 yea s o mo e. The majo i y o he pa icipan s, 19 belonged o one o wo UVK eams, 12 belonged o h ee o ou UVK eams and i e o ou o i e UVK eams. Fou een eache s had English as hei subjec g oup en had w i en communica ion, i e had Swedish, ou had o he languages, and h ee had speech communica ion, while ou pa icipan s had wo subjec g oups. The da a con ained bo h Finnish and English answe s. Fo he sake o anonymi y o he pa icipan s and consis ency, we ansla ed he Finnish esponses used in his a icle in o English. As we also wo k in Mo i and conduc ed he esea ch among ou colleagues, we had o be awa e o ou biases and make addi ional e hical conside a ions. The online su ey allowed he collec ion o anonymous esponses, and we did no collec demog aphic in o ma ion which could ha e isked anonymi y. As inside esea che s we also bene i ed om all he backg ound in o ma ion and ou own expe iences o hese eache eams. Analysis We used he quan i a i e da a collec ed ia he ques ionnai e o desc ibe he pa icipan s’ o e all expe iences o he amoun o and sa is ac ion wi h he eedback. We analysed he quali a i e da a using hema ic analysis. We chose his me hod due o i s lexibili y, which allows he in es iga ion o a wide a ie y o da ase s and does no equi e ollowing a speci ic heo e ical ame (Cla ke & B aun, 2013; Kige & Va pio, 2020) o p e o med ques ions (Tuomi & Sa ajä i, 2018). We used an induc i e app oach (B aun & Cla ke, 2006) and coded he da a h ough a cyclical coding p ocess (Magui e & Delahun , 2017). The coding p ocess was epea ed se e al imes wi h in e mi en discussions be ween he esea che s. Fo example, he pa o he esponse in Table 1 was ini ially coded unde he example codes “ eam size” and “ eam di e ences”. Table 1 Example o a code A sample o a esponse Examples o codes My o he eam is ela i ely small so we ha e a good connec ion and hings wo k. My o he eam seems o expand all he ime and he e he connec ion disappea s om ime o ime and i ’s di icul o igu e ou wha a e he join ly ag eed policies. Team size Team di e ences A e compa ing, con as ing, and g aphically mapping he codes, we a anged hem in o hemes. Fo example, he codes in Table 1 we e ca ego ised unde he heme “ eam cha ac e is ics”. We analysed he eme gen hemes using assis ing ques ions, asking, o example, i he da a suppo he heme and do he hemes o e lap (Magui e & Delahun , 2017). We selec ed a cohe en se o hemes o be discussed in his a icle conside ing hei Pee eedback in eache eams 111 on he con en o he lesson. Some imes you need o see hings in p ac ice o be able o unde s and hem and gi e cons uc i e eedback. Some epo ed hei eams had gi en up co- eaching in he class oom en i ely and el hey could no ge he eedback hey needed ega ding class oom in e ac ion: “I’d like o ecei e eedback on eaching and, e.g., class oom in e ac ion bu I can’ ge ha because co- eaching has been le ou en i ely.” O e all, hese esul s we e mos ly simila o each o he in e ms o he posi i e a i udes owa ds eedback, he con en o he eedback and a eas o de elopmen . The di e ences be ween eams we e isible in how he eam cha ac e is ics and p ac ices a ied, which c ea ed a ange o condi ions o eedback in e ac ion. Discussion Ou esul s suppo ea lie s udies on pee eedback in eams: Feedback is mos ly iewed posi i ely (e.g., Bake e al., 2013), and i s impo ance o bo h pe sonal and eam de elopmen has been ecognised (e.g., Gabelica e al., 2012). Despi e he pe cei ed impo ance o eedback, hese a i udes we e no always e lec ed in he e e yday p ac ices o indi iduals o eams. F om posi i e commen s o de elopmen -o ien ed eedback O e all, he esul s showed ha while he eache s’ sa is ac ion conce ning he eedback hey ecei ed was conside able, hey also desi ed mo e o i . Fu he mo e, hey indica ed clea possibili ies o imp o emen . This disc epancy may be pa ially explained by wha p e ious s udies ha e illus a ed, and which was also e lec ed in ou esul s, ha p aise and complimen s a e app ecia ed bu may no be as e ec i e o de elopmen as o he ypes o eedback a e (Ha ie & Timpe ley, 2007). Howe e , he indings also demons a ed ha he p aise was o en connec ed, o example, o ask pe o mance, e o , and engagemen , which, acco ding o Ha ie and Timpe ley (2007), a e connec ed o mo e signi ican bene i s in achie emen han p aise abou one’s sel . As hey u he p oposed, such eedback can help inc ease sel -e icacy, which was suppo ed by ou esul s whe e posi i e commen s we e connec ed o mo i a ion and inc eased he pe cei ed sense o pu pose. This is consis en wi h an ea lie inding by London and Sessa (2006) ha posi i e eedback is o en ecei ed mo e openly and wi h mo e ai h in i . Ne e heless, while mo e posi i e eedback and channels should be encou aged, also ways o gi ing mo e cons uc i e eedback could be explo ed. Feedback is especially impo an o new membe s o a eam o people new o a p o ession (Molloy & Boud, 2013). Ou esul s ag eed wi h p e ious esea ch ha eedback is impo an o in eg a ing newcome s o a eam (London & Sessa, 2006), especially new eache s desi e eedback (Eck & Ramsay, 2019), and hey unde s and he bene i s o co- eaching o pe sonal de elopmen as eache s (Lock e al., 2016). C ea ing an equal co- eaching ela ionship be ween no ice eache s and eache s wi h mo e expe ience migh also be challenging and equi es ime and mu ual e o (Lock e al., 2016). Teams should hus ensu e ha new eache s also ha e he oppo uni y o o m hese co- eaching ela ionships and pa icipa e in eedback discussions equally. I may also be bene icial o ha e a discussion in eams abou he meanings o eedback, which can hen lead o de eloping new eedback p ac ices. Se e al pa icipan s aised he ques ion o wha is mean by eedback, which is pa ly connec ed o ou choice no o in luence he pa icipan s oo much by p o iding de ini ions o eedback ha migh es ic hei hinking. Ahonen & Ylönen 112 Mo e impo an ly, he pa icipan s’ di e ing concep ions o eedback also highligh he need o discuss he issue in eams o c ea e a common unde s anding. Based on p e ious s udies (e.g., Eck & Ramsay, 2019), i was no su p ising ha much o he eedback was posi i e, whe he simple complimen s o mo e cons uc i e eedback. Howe e , while much o he s udies discussing posi i e pee eedback be ween eache s concen a es on class oom in e ac ion, mos o he pa icipan s conside ed cases o such eedback ou side o he class oom. Taking in o accoun ha ac ual co- eaching oge he in a class oom is no a common p ac ice acco ding o he esponses and, e en hen, i is done mos ly in pai s, mos o he eedback eache s ecei e is likely connec ed o he co e ask o eams, namely, planning he cou ses and hei ma e ials. This planning, which is done ei he by he whole UVK eam o smalle , o en subjec -speci ic eams, enables cons an discussion as he esul s indica ed. Howe e , some pa icipan s ound i di icul dis inguishing “ eedback” om “pedagogical discussion” in such si ua ions. This migh explain why he eache s el hey ecei e a mode a e amoun o eedback bu a e e y sa is ied wi h wha hey do ge : he pa icipan s gained sa is ac o y insigh in o co e a eas o hei wo k wi hou ac i ely seeing i as eedback. Awa eness o a g oup’s de elopmen al s age is also impo an ega ding eedback (London & Sessa, 2006). The eams in ou s udy ha e o med a di e en imes and ha e been a di e en s ages e en du ing his s udy and, as such, hei needs o eedback migh ha e di e ed. Newly o med UVK eams may need a di e en ocus o eedback han do hose which ha e al eady been unning o a longe ime. Fo example, in he beginning s ages, eedback could help eams become mo i a ed while in he la e s ages i could be mo e ask o ien ed o e lec i e (London & Sessa, 2006). Team cha ac e is ics and o he condi ions o conside Ou esul s sugges ed ha eam cha ac e is ics such as us , eam size, and s abili y shape eedback in e ac ion in eams. Feedback seems o wo k be e in smalle eams ha ha e been wo king wi h he same membe s o a longe ime, which may be pa ially explained by us . Mo eo e , o he s udies ha e ecognised ha us plays an impo an ole in eam eedback in e ac ion (Bake e al., 2013; Peña oja e al., 2015; Pe e son & Beh a , 2003). Some esea che s (e.g., Cos a e al., 2009) ha e ound ha us in eams de elops mo e na u ally om p io social capi al, ha is, he amilia i y among eam membe s h ough p e ious expe iences. This migh also explain why pa icipan s epo ed ha hey ecei ed he mos eedback om o he eache s wi hin hei own subjec g oup. As eache s ha e been in ol ed in co-planning wi h membe s o his g oup e en p io o he UVK eams and ope a e wi h hem in o he asks ou side o hei UVK eams, his migh esul in inc eased amilia i y and us . T us ing he pe son gi ing he eedback seems o inc ease he pe cei ed accu acy o eedback (London & Sessa, 2006). This was con i med by ou inding ha eache s we e mo e open o eedback om hose colleagues hey us ed he mos . This sugges s eams and subjec g oups should conside how o inc ease eedback beyond g oup bo de s. On he o he hand, he s abili y o a eam and he oppo uni y o c ea e mu ual expe iences in he u u e migh also be impo an ac o s in building us wi hin a eam. Poppo e al. (2008) ound ha he expec a ion o con inui y is an impo an ac o o us bu ha he his o y o a eam has a lesse impac . The e is much u no e in many o he eams in ou s udy and Pee eedback in eache eams 113 he expec a ion o con inui y may be low, a leas o some eache s. S able eams may hen ha e highe expec a ions o con inui y, and hus ha e mo e us , which hen bene i s hei eedback in e ac ion. O as Ha g ea es and O’Conno (2018, p. 132) s a ed: “Teache s canno collabo a e wi h each o he i hey a e making new acquain ances e e y yea . When he e is a cul u e o high u no e , eache s beha e as sel -cen ed indi iduals who ha e o sink o swim by hemsel es.” Though in an en i onmen like Mo i u no e is ine i able, c ea ing a smalle and s able eam s uc u e is an impo an adminis a i e challenge. Howe e , esponsibili y also belongs o he eams hemsel es, whose acknowledgemen o he impo ance o us could make hem pay mo e a en ion o he phenomenon and i s e ec s on eedback. Ou inding ha he e a e no enough esou ces o eedback discussions in eams should also be add essed by bo h adminis a ion and he eams hemsel es. Adminis a ion should be awa e ha eedback is an essen ial pa o eamwo k ha equi es ime and pe haps also o ganisa ional s uc u es. Se e al s udies (Dang e al., 2022; Lock e al., 2016; Voog e al., 2016) indica e ha co- eaching equi es ins i u ional suppo ha has an impo an pa in c ea ing a sui able cul u e o he wo k. A “ eedback- iendly cul u e” has he po en ial o imp o e pe o mance, inno a ion, and g ow h ac oss he o ganisa ion (Bake e al., 2013). On he eam le el, eams should conside hei own pe cep ions o eedback in ela ion o esou ces. Ques ions o conside include whe he eedback should be a con inuous pa o he eam’s wo k o he opic o annual mee ings. Ou esul s sugges ha eache s wan eedback o be a mo e “na u al” o con inuous pa o hei eamwo k. Teams ha moni o hei p ocess egula ly pe o m be e han eams ha only e alua e hei pe o mance a e comple ing a ask (Raske e al., 2000). Then again, as Bake e al. (2013, p. 261) a gued, “Quali y eedback equi es quali y ime.” I eedback is seen as me ely ano he ask by eams, as Bake e al. (2013) claimed happens oo o en and is suppo ed by ou esul s, ime should be alloca ed no only o changing his pe cep ion bu o p o iding quali y eedback. Teams should he e o e ha e su icien esou ces o eedback bu he e is no need o a conside able inc ease i hey include eedback as a pa o hei o he p ocesses and asks such as cu iculum, cou se and lesson planning o co- eaching. Ou esul s show ha while he ela i ely new UVK s uc u e encou ages co- eaching, he g ea e expe ience in eaching indi idually in he class oom may p oduce a sense o ulne abili y and educe he desi e o co- each. I one is used o wo king alone, he e is an added sense o ulne abili y in co- eaching (Knigh s e al., 2010). Ye , as Lock e al. (2016) poin ou , i co- eaching is done well, co- eaching and cons uc i e eedback a e, in ac , insepa able. They also sugges ha he co- eaching ela ionship should be based on us , and his equi es an open mind and willingness o de elop. This seemed o be he case o he eache s in his s udy, oo, and when hey epo ed o ha e de eloped us wi h hei co- eaching pa ne s, pee eedback wi hin he class oom seemed na u al and cons uc i e o hem. Howe e , based on ou esul s, he e is a pe cep ion among eache s ha he e a e no enough esou ces o class oom co- eaching o ha he esou ces ha e been alloca ed o di e en ma e s. Knigh s e al. (2010) also highligh ed how one o he possible p oblems o co- eaching is ime cons ain s, which was also seen in he indings ha s essed he lack o ime o eedback in e ac ion in eams. As co- eaching in ol es eache s om di e en subjec g oups wo king oge he in he class oom, i s expanded use could also inc ease he amoun o eedback eache s ecei e om membe s o o he subjec g oups. The e a e u he po en ial bene i s as well, such as lea ning om o he eache s (see Dang e al., 2022; Wenne be g & McG a h, 2022). This is some hing he Mo i eams could conside : Wha is los i hey Ahonen & Ylönen 114 gi e up co- eaching en i ely? In which ways could co- eaching help hem de elop? Could obse ing o he people’s eaching also be inc eased ou side o co- eaching? C ea ing oppo uni ies o eedback in e ac ion In mos eams, eedback seemed o be a “na u al” o inhe en pa o pedagogical co-planning. Howe e , mo e open discussions on ag eed eedback p ac ices and channels we e desi ed o enhance cons uc i e eedback and eedback on, o example, co-wo king p ac ices. Dang e al. (2022) a gued ha many con adic ions in eache eams, such as a lack o eam cohe ence and ole ambigui y, can in ac be managed by es ablishing ules o o ganisa ion, planning, and communica ion. Fu he mo e, i eedback mechanisms a e no well designed, hey may no be aken se iously (Clausen e al., 2008). I is impo an o join ly ag ee on eedback p ac ices by es ablishing ules o communica ion. When hese a e clea o all eam membe s, he h eshold o gi ing and seeking eedback is also lowe ed. Ou esul s indica e ha e e yone may no ha e enough cou age o mo i a ion o gi e o seek eedback. As p e ious esea ch syn hesised by Ash o d e al. (2003) sugges s, seeking in o ma ion ha helps mee goals and egula e beha iou is ypical in con ex s o high unce ain y, no el y, and change, which a e o en p esen in ou s udy’s con ex as well. On he o he hand, some eache s in ou s udy emphasised indi idual esponsibili y and eedom o choice in seeking eedback. This is unde s andable since eedback o en has an emo ional cha ge because i may include in o ma ion abou onesel , and hus has he po en ial o hu one’s ego o image, which can mo i a e an indi idual o a oid o dis ega d eedback (Ash o d & Cummings, 1983; Ash o d e al., 2003). Based on ou indings and exis ing esea ch, we sugges ha eache s should conside hei own mo i a ions o seeking eedback: why do I need eedback o why do I eel I do no need i ? I would also be bene icial o he eache eams o unde s and he emo ional dimension o eedback and p ac ice sensi i i y when gi ing eedback o hei eamma es. T us , clea p ac ices, and ules o eedback in e ac ion in eams could also dec ease he ea o losing ace when seeking eedback. Limi a ions and u u e di ec ions Ou s udy has some limi a ions, bu hese also o e oppo uni ies o u he esea ch. As we only ocused on he eedback eache s ecei ed i would be bene icial o s udy he eedback p ocess in a mo e comp ehensi e manne by, o example, examining eedback as a dialogue o s udying eedback om di e en sou ces. A change o ocus could p oduce impo an in o ma ion on eedback in eache eams. Ano he limi a ion o ou s udy is he esponse scale in ou ques ionnai e o he ques ion abou he amoun o eedback ecei ed. The scale was ambiguous because people ha e di e en unde s andings o wha is seen as “plen y” o “some”, and wha is ac ually coun ed as eedback. Though his can be seen as a limi a ion, he scale also allowed he pa icipan s o answe on he basis o hei unde s anding o wha eedback ac ually is, and in he open ques ions hey had a chance o elabo a e on ha unde s anding. Fu he mo e, we did no ask he pa icipan s abou he egula i y o con inui y o eedback, which could ha e gi en us a mo e ho ough unde s anding o he ma e . We also ecognise ha ou own posi ion wi hin he o ganisa ion has a ec ed he s udy: Ou expe iences in eams ha e in pa guided us, om choosing he opic o epo ing he esul s. Pee eedback in eache eams 115 E en hough he ques ionnai e was anonymous, ou posi ion as colleagues may ha e a ec ed how he pa icipan s answe ed. Ou subjec i i y, howe e , is a esou ce ha bo h assis ed he analysis as well as helped us iden i y he ele an in o ma ion o his con ex (see, e.g., B aun & Cla ke, 2023). This s udy has indica ed impo an a eas o de elopmen in ou o ganisa ion. Though he esul s should be e i ied in he u u e by simila esea ch in o di e en eaching o ganisa ions and hei eams, he con ex o Mo i and eedback also me i s u he s udy. A mul ilingual app oach o he eaching o languages and communica ion wa an s mo e esea ch in gene al. The eache eams ha design he cu iculum and he cou ses a e an impo an ac o in hese s udies and should be s udied u he . The unc ioning o hese di e se, mul ilingual, mul icul u al, and mul idisciplina y eams a ec s he quali y o eaching and lea ning esul s. Ou s udy examined one pa o eam communica ion ha can p omo e eam and pedagogical de elopmen : pee eedback. By examining a opic ha has no been widely esea ched be o e in his con ex , we ha e ob ained impo an insigh in o pee eedback in eache eams. This esea ch in o non-hie a chical eams also opens pa hs o u u e s udies ou side o eaching. Mo i cu en ly o e s a unique con ex , especially in he Finnish uni e si y sys em, bu i s o ganisa ion in o eache eams may be adop ed in he u u e by di e en highe educa ion ins i u ions. Mo eo e , he eam s uc u e o e s insigh in o eamwo k in gene al, insigh which can u he unde s anding wi hin o he con ex s, oo, such as he hea ily eam- o ien ed IT ield o simila ly de eloping a eas. Al hough he esul s o his s udy may be speci ic o a ce ain con ex , hey o e insigh ha may be used di ec ly o as inspi a ion o u he s udies in o eam communica ion. Re e ences Ash o d, S. J., & Cummings, L. L. (1983). Feedback as an indi idual esou ce: Pe sonal s a egies o c ea ing in o ma ion. O ganiza ional Beha io and Human Pe o mance, 32(3), 370–398. h ps://doi.o g/10.1016/0030-5073(83)90156-3 Bake , A., Pe eaul , D., Reid, A., & Blancha d, C. M. (2013). 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(2000).E ec s o wo ypes o in a- eam eedback on de eloping a sha ed men al model in command & con ol eams.E gonomics,43(8),1167–1189. h ps://doi.o g/10.1080/00140130050084932 Tuomi, J., & Sa ajä i, A. (2018). Laadullinen u kimus ja sisällönanalyysi [Quali a i e esea ch and con en analysis]. Tammi. Vaismo adi, M., Tu unen, H., & Bondas, T. (2013). Con en analysis and hema ic analysis: Implica ions o conduc ing a quali a i e desc ip i e s udy. Nu sing and Heal h Sciences, 15(3), 398–405. h ps://doi.o g/10.1111/nhs.12048 Voog , J. M., Pie e s, J. M., & Handelzal s, A. (2016). Teache collabo a ion in cu iculum design eams: E ec s, mechanisms, and condi ions. Educa ional Resea ch and E alua ion, 22(3-4), 121–140. h ps://doi.o g/10.1080/13803611.2016.1247725 Wenne be g, J., & McG a h, C. (2022). B eaking he isola ion: A s udy o uni e si y eache s’ collec i e de elopmen . Jou nal o P axis in Highe Educa ion, 4(1), 7–27. h ps://doi.o g/10.47989/kpdc110 Ahonen & Ylönen 118 Au ho s Ka oliina Ahonen, MA, Uni e si y Teache , Cen e o Mul ilingual Academic Communica ion, Uni e si y o Jy äskylä. h ps://o cid.o g/0000-0002-0763-7093 Ka oliina Ahonen is a uni e si y eache o speech communica ion, in ol ed in de eloping, eaching, and coo dina ing mul ilingual communica ion and language s udies, and wo k li e communica ion cou ses. He esea ch in e es s include in e ac ion in mul idisciplina y eache eams and eache iden i y. Jani Ylönen, MA, Uni e si y Teache , Cen e o Mul ilingual Academic Communica ion, Uni e si y o Jy äskylä. h ps://o cid.o g/0000-0002-7714-5422 Jani Ylönen is a uni e si y eache eaching academic language and communica ion cou ses in English as well as an equi y cou se in Finnish. His esea ch in e es s include eedback as well as ques ions o e hics, class, and gende in li e a u e. Pee eedback in eache eams 119 Appendix A: Ques ionnai e abou pee eedback in UVK eams Ahonen & Ylönen 120 Uni e si y s uden s’ pe cep ions o he e ec i eness... 127 speaking app ehension (Almonka i, 2007), and public speaking anxie y (PSA) (e.g., Bodie, 2010). In his classic de ini ion, McC oskey (1977b, p. 78) de ines CA “as an indi idual’s le el o ea o anxie y associa ed wi h ei he eal o an icipa ed communica ion wi h ano he pe son o pe sons”. OCA is he mos common o m o CA, which e e s o CA in a ious si ua ions such as con e sa ion wi h a single pee o gi ing a alk on he ele ision (McC oskey, 1977a). Thus, CA is a b oade concep comp ising he ea o public speaking as a si ua ion-speci ic a ian (e.g., B oeckelman-Pos & Pyle, 2017; By ne e al., 2012; Niini aa a & He kama, 2021). In medical esea ch, he ea o public speaking, in u n, is conside ed as a ype o social anxie y,4 which is de ined as ea o anxie y ela ed o social in e ac ion o pe o mance si ua ions whe e a pe son is exposed o un amilia o he s o hei possible judgemen s o e alua ions (e.g., G ie e e al., 2021; Kun u e al., 2006; Topham e al., 2016). In uni e si y pedagogy, social anxie y is conside ed a nega i e academic emo ion a ec ing s uden engagemen and wellbeing (A chbell & Coplan, 2022; Nash e al., 2016). In his s udy, we adop a b oad iew o public speaking, encompassing no jus adi ional o al p esen a ions in on o an audience bu also ins ances when indi iduals may pe cei e hemsel es as “pe o ming” du ing ac i i ies such as g oup discussions o speaking on he phone. Consequen ly, we iew he concep o PSA as closely ela ed o ha o OCA, and as such, hese e ms can be used in e changeably. In ou quali a i e s udy, we use he e m OCA, de ined by By ne e al. (2012, p. 566) as “a ea o speaking o alking o o he people in di e en con ex s, such as on a one- o-one basis, in g oups, in mee ings, o public speaking”. OCA is a mul i ace ed phenomenon ha can mani es on mul iple le els and can include a ious physiological (e.g., pulse and b ea hing), cogni i e (e.g., concen a ion), a ec i e (e.g., ea , shame), and beha iou al (e.g., speech, a oidance) elemen s (Almonka i, 2007; Pö hölä, 1995). P e ious esea ch has shown ha he na u e o anxie y may a y conside ably om one pe son o ano he , and he elemen s o mani es a ion can be indi idually weigh ed (Almonka i, 2007; Pö hölä, 1995). Thus, he e is an acknowledged need o pay a en ion o one’s own pe cep ions o anxie y. The impo ance o indi idual in e p e a ions is also emphasised by Gallego (2021), who ound ha s uden s’ sel - epo ed PSA was no ela ed o physiological eac i i y. She concluded ha indi iduals who pe cei e hemsel es as con iden migh unde s and physiological eac i i y du ing public speaking as exci emen , while indi iduals who pe cei e hemsel es as insecu e o ea ul migh see he same physiological eac i i y as ea o anxie y. Thus, PSA is no induced by physiological ac i a ion bu by he way an indi idual in e p e s physiological ac i a ion. Almonka i (2007) s esses ha he meanings gi en o anxie y and how o cope wi h i a e c ucial o indi idual senses o wellbeing. In pedagogical con ex s, OCA is o en add essed in ela ion o communica ion con idence. Kun u e al. (2006) de ine communica ion con idence as he opposi e o PSA, sugges ing ha posi i e expe iences and o ien a ion owa d pe o ming and pe o ming con ex s shape an indi idual’s communica ion con idence. Almonka i (2007) o med i e ca ego ies based on s uden s’ le el o sel - epo ed anxie y and coping me hods. She ound ha communica ion- con iden s uden s a ely expe ience anxie y, app oach communica ion si ua ions wi h us and ease, and ha e a posi i e sel -concep as communica o s. Con e sely, s uden s 4. The Ame ican Psychia ic Associa ion (2015, p. 17) de ines social anxie y as “ma ked ea o anxie y abou one o mo e social si ua ions in which he indi idual is exposed o possible sc u iny by o he s”, and speci ies he de- ini ion: ”indi iduals wi h he pe o mance only ype o social anxie y diso de ha e pe o mance ea s ha a e mos impai ing in hei p o essional li es...Pe o mance ea s may also mani es in wo k, school, o academic se ings in which egula public p esen a ions a e equi ed”. Ge lande & Alanne 128 wi h high CA expe ience anxie y in mos s udy- ela ed communica ion si ua ions, wo y abou in e ac ion, hold a nega i e sel -concep as communica o s, and end o a oid cou ses in ol ing p esen a ions and g oup wo k (Almonka i, 2007; see also No din & B oeckelman- Pos , 2020). Finally, communica ion con idence can be de ined as con idence in one’s abili y o communica e, consis ing o communica ion app ehension and sel -pe cei ed communica ion compe ence (Fushino, 2010). The cou se ha p o ided he con ex o ou s udy aims o enhance communica ion con idence in o al communica ion si ua ions, as well as alle ia e o dec ease OCA o make i mo e ole able. In he s udy, he changes ha s uden s ela e o hei OCA and communica ion compe ence a e unde s ood as exp essions o mani es a ions o communica ion con idence. Consequences o o al communica ion app ehension P e ious s udies ha e highligh ed he p e alence o OCA among s uden s bo h in he Finnish con ex and beyond (Almonka i, 2007; Almonka i & Kun u, 2012; Pö hölä e al., 2019; Russell & Topham, 2012). In he UK, 10% o uni e si y and college s uden s epo ed se e e social anxie y (Russel & Shaw, 2009). As much as 80% o he s uden s in wo UK uni e si ies epo ed o al p esen a ions o be a sou ce o social anxie y ha a ec ed hei lea ning and wellbeing (Russel & Topman, 2012), and 64% o unde g adua e s uden s in he US epo ed a ea o public speaking (Fe ei a Ma inho e al., 2017). In a su ey among Finnish highe educa ion s uden s (Kun u e al., 2016), app oxima ely 30% epo ed public speaking o be a no able, s ess-inducing p oblem. Fu he mo e, he indings o s udies wi h Finnish uni e si y s uden s show ha social anxie y is mos ypically ela ed o public speaking si ua ions in academic semina s, speaking in a o eign language, and in e ac ing wi h eache s and pee s (Almonka i, 2007; Almonka i & Kun u, 2012). Rela ed o he ea o o al communica ion and public speaking, social anxie y has been ound o a ec s uden s’ abili y o s udy, as well as a ious dimensions o wellbeing (e.g., Almonka i & Kun u, 2012; Kun u & Hu unen, 2009; Russell & Topham, 2012). I social anxie y is expe ienced as a p oblem, i ends o be connec ed o he indi idual’s gene al s a e o heal h and men al heal h, including social wellbeing (Almonka i & Kun u, 2012; A chbell & Coplan, 2022). G ie e e al. (2021) ound ha he ea o public speaking has se e al nega i e e ec s on s uden s’ o e all expe iences in highe educa ion. Fo ins ance, i in luences undamen al decision-making abou pa icipa ion (e.g., asking ques ions o pa icipa ing), educes con idence in a ending uni e si y, and impac s p og ess (G ie e e al. 2021). Likewise, By ne e al. (2012) poin ed ou ha especially he ea o being pe cei ed o judged nega i ely by o he s domina es he hinking o highly app ehensi e s uden s o such an ex en ha i inhibi s hei abili y o comple e communica ion asks sa is ac o ily. The audience is one o he mos commonly epo ed sou ces o ea in public speaking. Fo example, G ie e e al. (2021) ound ha ex e nal ea s (75%) linked o he audience we e clea ly mo e common han in e nal ea s (25%) ela ed o one’s own eelings and pe o mance. A ea o nega i e judgemen s om he audience, conce ns abou audience eac ions, and he lack o in e ac ion om he audience we e ound o be he mos challenging o he s uden s (G ie e e al., 2021; Tsang, 2020). Thus, he pe o me -audience ela ionship is o high impo ance when add essing indi iduals’ expe iences and pe cep ions o anxie y and de eloping pedagogical p ac ices o alle ia ing i (e.g., Ge lande & Ui o, 2021). Uni e si y s uden s’ pe cep ions o he e ec i eness... 129 O e whelming anxie y and nega i e eelings ha e been shown o inc ease he a oidance o asks (Pek un, 2006; Pek un e al., 2009). In addi ion, CA has been seen as a nega i e academic emo ion ha can des oy mo i a ion, dis ac a en ion om he ask, and make in o ma ion p ocessing supe icial (Pek un e al., 2009). CA has been ound o be ela ed o nega i e pe cep ions o onesel as a communica o and also o low sel -pe cei ed communica ion compe ence (Almonka i, 2007; B oeckelman-Pos & Pyle, 2017; Fushino, 2010). As a subse o social cogni i e heo y, sel -e icacy e e s o an indi idual’s subjec i e belie in hei abili y o success ully achie e a gi en asks, such as educa ional goals (Bandu a, 1997; Elias & McDonal, 2007). Th ough lea ning, indi iduals de elop hei subjec i e belie s o ha ing ce ain compe encies, hei sel -con idence, and a ealis ic unde s anding o hei abili ies (Bandu a, 1986; Schunk & Paja es, 2005; Zimme man, 2000). I has been ound ha indi iduals wi h low sel -e icacy ocus mo e on hei weaknesses and highly exagge a e he possibili y o nega i e pe o mance in a gi en si ua ion, which may inc ease emo ional dis ess (Ca anagh e al., 2019) and lead hem o wi hd aw in he ace o new si ua ions and asks also in he u u e (Bandu a, 1997; No din & B oeckelman-Pos , 2019). Howe e , indi iduals wi h s ong sel -e icacy a e mo e capable o p ac icing hei skills in demanding asks and new si ua ions (Bandu a, 1997; Sha ma, 2023), which con ibu es o hei academic and p o essional de elopmen (Ca anagh e al., 2019). In pa icula , o al communica ion sel -e icacy has been in es iga ed in some s udies. Fo example, Ca anagh e al. (2019) ound a posi i e co ela ion be ween o al communica ion sel -e icacy and cou se pe o mance. Hassall e al. (2013), in u n, explo ed a link be ween CA and o al communica ion sel -e icacy and ound ha indi iduals wi h high le els o CA end o exhibi low le els o communica ion sel -e icacy. Simila esul s ha e been epo ed by Daly and Thompson (2017) as well as Tsang (2020). Hence, special communica ion cou ses o s uden s wi h high OCA can be assumed o aise hei abili y o unde s and, accep , o manage hei ea o communica ion, which suppo hei sel -e icacy (see also LeFeb e e al., 2020; No din & B oeckelman-Pos , 2020). Gaining Con idence o Public Speaking: A cou se desc ip ion The cou se is aimed a s uden s who expe ience OCA ha a ec s hei s udies by causing hem o delay aking o simply a oiding hose cou ses ha include o al p esen a ions and g oup wo k. S uden s om a ious acul ies and academic le els can en ol in he cou se ia a specialised applica ion p ocess. The pedagogical in en o he applica ion p ocedu e is o o m a pee g oup o sha ing expe iences in a sa e space (e.g., D’Eon & Zhao, 2022; Niini aa a & He kama, 2021; Ui o e al., 2016). A p e ious s udy by Ca anagh e al. (2019) sugges s ha s uden s can a ec hei pee s’ communica ion sel -e icacy h ough ica ious expe ience: When s uden s see ha o he s who a e like hemsel es can pe o m o al communica ion asks and succeed despi e he challenges, hey ha e an oppo uni y o lea n om a posi i e ole model. The h ee-c edi cou se spans 32 con ac eaching hou s. I is o ganised in o eigh 4-hou sessions o e eigh weeks, supplemen ed by 49 hou s o homewo k assignmen s. The o e all goal o he cou se is o enhance s uden s’ communica ion con idence by guiding hem o enhance hei communica ion compe ence by ecognising hei s eng hs as communica o s, i espec i e o hei OCA. Gene ally, communica ion compe ence is de ined as he judgemen o in e e ence o he app op ia eness and e ec i eness o communica ion beha iou in a gi en con ex . I is based on he unc ion o cogni i e (knowledge), beha iou al Ge lande & Alanne 130 (skills), and a ec i e (mo i a ion, a i ude) componen s encompassing me acogni i e knowledge and p ocesses ha a e equisi e o planning, adjus ing, guiding, and analysing communica ion (Ho ila, 2020; Laajalah i, 2014; Spi zbe g, 2015). Communica ion compe ence de elops in ac ual communica ion p ocesses and p ac ices, and as such, i is undamen ally si ua ed, con ex dependen , and ela ional in na u e (Spi zbe g, 2013). Communica ion compe ence is used as a gene al pedagogical amewo k h oughou he cou se, including cou se ac i i ies and assignmen s, such as encou aging s uden s o e lec on hei communica ion compe ence and i s de elopmen .5 The ideas o accep ance and commi men he apy (ACT), as iden i ied by Gallego (2021), signi ican ly shape he ins uc ional s a egies o he cou se. Gallego (2021) ocused on uni e si y s uden s’ PSA and ound ha wo sel -as-con ex in e en ions, dis inc ion-sel and hie a chical-sel in e en ions6, based on ACT and combined wi h exposu e, dec eased sel - epo ed PSA. When applying he ideas o hese in e en ions in he cou se, he aim is o guide he s uden s o acknowledge and con on hei PSA a he han a emp o con ol i (Gallego, 2021). Exposu e has been ound o be e ec i e in educing he le el o PSA (Finn e al., 2009; Gallego, 2021; Lane e al., 2009). Consequen ly, he s uden s a e exposed o di e se communica ion exe cises du ing he cou se. The deg ee o di icul y o he exe cises is g adually inc eased, mo ing om b ie p esen a ions wi h a pai o mo e ex ensi e indi idual p esen a ions. In pos -p esen a ion discussions, he lis ene s a e encou aged o ask and p o ide commen s on he con en . A he same ime, a ious spon aneous exe cises and g oup discussions a e ca ied ou . O al communica ion skills aining and knowledge abou OCA is in eg a ed wi h hese exe cises. P e ious s udies ha e shown ha exposu e combined wi h skills aining ha in ol es p ac ice, e lec ion, and knowledge abou he p e alence o anxie y, can mi iga e OCA (LeFeb e e al., 2020; Oko o & Ca don, 2024). Fo example, he idea o wo di e en cogni i e o ien a ions owa d public speaking, pe o mance and communica ion o ien a ion, a e p esen ed (Bodie, 2010; Mo ley, 1991). S uden s a e encou aged o ocus on he audience and guided o app oach p esen a ions as in e ac ion and knowledge building wi h he audience (Ge lande & Ui o, 2021). Cons uc i e eedback, bo h om pee s and he eache , plays an impo an ole in building communica ion con idence and p ac ising communica ion skills a he cou se. Issues such as he s uc u e o he p esen a ion and in e ac ion wi h he audience a e sc u inised. In addi ion, wa ching hemsel es on ideos, combined wi h documen ed sel -assessmen s and a e lec i e essay a he end o he cou se, is a c ucial elemen o he lea ning p ocess. P e ious esea ch sugges s ha ideo e lec ion guides he s uden s o e alua e mo e accu a ely hei speaking pe o mances and scien i ic o al p esen a ions, he eby enhancing hei communica ion sel - e icacy (LeFeb e e al., 2020; Oli ei a e al., 2021). Re iewing hei ideo aped p esen a ions also eassu es s uden s ha despi e hei pe cep ions o ne ousness and anxie y, hey look calm, and he p esen a ion p oceeds in a logical manne (Ca anagh e al., 2019). 5. Kokkonen and Na i in his publica ion p esen he amewo k o mul ilingual and in e cul u al communica- ion compe ence (MICC) and discuss i s pedagogical applica ions in a highe educa ion con ex . 6. In hese exe cises s uden s a e augh o ecognise hei hough s, eelings, and physical eac ions ela ed o PSA bo h be o e and a e he in e en ion. They a e guided o de ach om o gain dis ance om hese in e nal expe iences. Al e na i ely, hey a e encou aged o iew hemsel es as he locus o inne hough s and eelings, and e alua ions, a he han being de ined by hem. (Gallego, 2021.) Uni e si y s uden s’ pe cep ions o he e ec i eness... 131 Me hods Se ing and pa icipan s The s udy was conduc ed be ween he sp ing e m o 2018 and au umn e m o 2021 a he Uni e si y o Jy äskylä. O e his pe iod, nine Gaining Con idence o Public Speaking [Esiin ymis a muuden kehi äminen] cou ses wi h a sepa a e applica ion p ocess we e a anged, and a o al o 90 s uden s pa icipa ed. In he applica ion, s uden s desc ibed hei easons o applying o he cou se, hei p e ious cou ses in communica ion, and expe iences o OCA ac oss a ious communica ion si ua ions. The selec ion o pa icipan s o he cou se aimed a iden i ying hose who would de i e maximum bene i , conside ing bo h indi idual needs and g oup dynamics. All he cou ses wi h 10– 16 pa icipan s we e augh in Finnish by he au ho s o his pape and a eache o speech communica ion who con ibu ed da a collec ion. The s uden s selec ed o he cou se we e in o med abou he goals o he s udy and he p ocedu es o da a collec ion and analysis a he beginning o each cou se. A o al o 38 s uden s olun a ily signed a consen o m and ga e us he pe mission o use hei applica ions and e lec i e essays o esea ch pu poses. Pa icipan s had an oppo uni y o decline hei pa icipa ion and o wi hd aw hei pe mission o using hei ex s a any ime. All pa icipan s o he esea ch had s udied a leas one yea a he uni e si y, and hey ep esen ed di e se disciplines, including ma hema ical and na u al sciences, social and educa ional sciences, and he humani ies. Mos pa icipan s had no p io communica ion cou ses, while some had comple ed one o wo be o e aking his cou se. On he basis o hei desc ip ions in he applica ions, all pa icipan s sha ed a high le el o OCA. Da a and da a analysis The da a consis o 38 e lec i e essays he s uden s w o e a he end o he cou se. The s uden s we e ins uc ed o w i e an in o mal e lec i e essay conside ing he na u e o hei OCA, he coping me hods hey employed and he changes in hei communica ion con idence du ing he cou se, including a ious aspec s o communica ion compe ence (e.g., knowledge, skills, a i ude, and mo i a ion). Fu he mo e, s uden s we e asked o a icula e hei u u e plans o sus aining and de eloping hei communica ion con idence a e he cou se. The e lec i e essay p o ided s uden s an oppo uni y o w i e eely abou hei OCA and he changes hey ecognise a he end o he cou se. We employed heo y-guided con en analysis (Tuomi & Sa ajä i, 2018) o analyse he da a, and used speci ic heo ies o code and in e p e he da a. The analysis ocused on desc ibing he con en s disclosed and e iden in he e lec i e essays, a he han on in e p e ing la en meanings (G aneheim e al., 2017). The da a we e p ocessed using he ATLAS. i 22 so wa e. The au ho s analysed he da a and de eloped a coding classi ica ion h ough join discussions. Unclea coding cases we e add essed in egula ly conduc ed in e p e a ion sessions. The i s phase o he analysis o he e lec i e essays was he coding o ex passages ha could be clea ly in e p e ed as e lec ion on he cou se o on he change b ough abou by he cou se (i.e., wha changed, wha was lea ned). Desc ip ions o no change we e also conside ed unde he gene al ca ego y o change. The key poin was ha he passage deal wi h change. In addi ion, passages whe e pa icipan s clea ly men ioned ha some hing had helped o suppo ed hei lea ning on he cou se we e also coded. Ge lande & Alanne 132 In he second phase o he analysis, he coding ha e lec ed he changes was e-examined and g ouped in o ou hema ic a eas based on he heo e ical amewo k o communica ion compe ence (Laajalah i, 2016; Ho ila, 2018; Spi zbe g, 2015) and he i e-le el amewo k o analysis o PSA p esen ed by Vadén (2006). The da a coded as suppo ing lea ning we e analysed and o med in o h ee hema ic a eas. O e all, he da a we e coded in o he ollowing hemes in e ms o he esea ch ques ions: Changes in communica ion con idence ( esea ch ques ion 1) • O ien a ion owa ds anxie y, public speaking, o he audience • Pe cep ions o o al communica ion sel -e icacy • Communica ion skills and s a egies • Pa icipa ion in s udies and e e yday li e Fac o s ha suppo ed lea ning ( esea ch ques ion 2) • Pee g oup and pee ela ionships • Feedback du ing he cou se • Knowledge and unde s anding o anxie y Fu he mo e, he dis ibu ion o passages among a ious hemes and pa icipan s we e analysed (see equencies and pe cen ages in Tables 1 and 2 in Appendix A). Changes in communica ion con idence we e men ioned in 193 passages and ac o s suppo ing lea ning in 81 passages. Resul s Changes in communica ion con idence O ien a ion owa ds anxie y, public speaking, o he audience The majo i y o he changes (71 ou o 193 passages) men ioned in he e lec i e essays ela ed o o ien a ion owa ds anxie y, public speaking, o audience. No ably, hese ac o s we e also iden i ied widely among he pa icipan s: 32 ou o 38 pa icipan s men ioned his heme (see Table 1 in Appendix A). A i udes owa ds one’s own anxie y we e desc ibed as ha ing become mo e neu al, mo e accep ing, and e en posi i e. In addi ion, in some o he desc ip ions, he ole o anxie y in one’s hinking had diminished. Wha has de ini ely de eloped he mos is my own a i ude owa ds anxie y...I don’ hink o i as jus a nega i e hing anymo e and I can pu i mo e in o pe spec i e. (RE 8; 1) 7 Some imes ecognising o unde s anding a speci ic aspec o anxie y was unpleasan , such as o his pa icipan : I ound he ealisa ion ha my anxie y is no jus going o disappea a bi dep essing a i s . (RE 1; 2) Many pa icipan s iden i ied a change in hei pe cep ion o he p e alence o anxie y and exp essed ha his had also led o a change in hei pe cep ion o o he s’ lack o anxie y: 7. Each quo e is ollowed by an en y (RE No.; No.) whe e he i s pa e e s o he ce ain e lec i e essay and he unning numbe a e i o he passage in he ex . In Appendix B, all he quo es a e p esen ed in Finnish and in English. The ansla ions in o English a e made by a p o essional ansla o . Uni e si y s uden s’ pe cep ions o he e ec i eness... 133 In he English cou ses, e e yone has seemed o be such ene ge ic and good p esen e s ha I hough o he s didn’ eel anxious a all. Howe e , he same hing happened in his cou se, ha is, mos ly he anxie y wasn’ ex e nally isible in anyone, so my unde s anding b oadened, and I ealised ha many people mus ha e el anxious in he English cou ses oo. (RE 10; 3) Many epo ed loosening hei own c i e ia o public speaking. Fo example he c i e ia o one’s own pe o mance had changed om he pu sui o pe ec ion o aiming o being good enough, and s uden s s a ed ques ioning he model o he ideal pe o me : I inally unde s and ha a p esen a ion doesn’ ha e o be one hund ed pe cen pe ec o be good enough. (RE 18; 4) The cou se helped me o abandon his my h o he “good p esen e ”, which would no allow o anxie y. (RE 1; 5) Se e al pa icipan s e lec ed on changes in hei pe cep ion o he audience and hei unde s anding o being in ela ionship wi h i . The change is mani es ed by a shi in ocus om one’s own anxie y o he audience. In many desc ip ions, he pe spec i e on public speaking seemed o e ol e om unidi ec ional hinking owa ds a mo e in e ac i e engagemen wi h he audience: One o he key insigh s o he cou se has been ha when pe o ming, i is wo h ocusing on paying a en ion o he audience a he han on you own eelings o ension. Wa ching he pe o mances o o he s uden s wi h pe o mance anxie y, i became clea ha he mos impo an hing is no he how elaxed he pe o me is, bu he way he audience is aken in o accoun . (RE 21; 6) Wha helps me he mos in he p esen a ion si ua ion now is he unde s anding ha public speaking is abou in e ac ing wi h he audience. (RE 17; 7) The change in a i udes owa ds he audience was also e lec ed in how pa icipan s desc ibed being looked a by o he s, and how hey hemsel es iewed and unde s ood he audience. Fo ins ance, he audience was no longe seen as hos ile, judgmen al, o expec ing ailu e: I would say ha he cou se had he bigges impac on my hough pa e ns ela ed o public speaking. In he pas , I saw public speaking si ua ions as a kind o es , in which you had o pe o m pe ec ly in o de no o be judged by he audience. And e en hen, hey will judge you. De ea is ine i able and my mind goes down he pa h owa ds disas e . Now I unde s and ha he s a ing poin is no inhe en ly skewed. The audience does no inhe en ly ha e me and wan me o ail. (RE 18; 8) Howe e , he pa icipan s’ desc ip ions o hei ela ionship wi h he audience also e ealed a con lic : They g appled wi h becoming he cen e o a en ion in an uncom o able manne , while also exp essing a desi e o he audience’s a en ion: I’m no qui e su e how I eel abou he audience’s gaze, because, on he one hand, I don’ like being looked a e y much, bu , on he o he hand, I do wan he audience o ollow my p esen a ion. (RE 18; 9) Ge lande & Alanne 134 Pe cep ions o o al communica ion sel -e icacy Mo e han a hi d o all changes (63 ou o 193 passages) we e ela ed o pa icipan s’ pe cep ions o hemsel es as communica o s o pe o me s o hei expec a ions o hei communica ion compe ence, and hese we e aised by a li le mo e han hal o he pa icipan s. Many o he desc ip ions con eyed a posi i e a i ude owa ds hemsel es as a communica o o as a pe o me . As he pa icipan s in he ollowing examples, many did no pe cei e hemsel es as nega i ely as p e iously, o hei o ien a ion became mo e compassiona e and me ci ul: Du ing he cou se I ha e lea ned o accep mysel as he p esen e I am. (RE 33; 10) I used o hink I was “de ec i e” because I was anxious abou speaking in public. (RE 11; 11) I ha e lea ned o be mo e me ci ul owa ds mysel . (RE 15; 12) The change in sel -pe cep ion as a communica o was associa ed wi h he ecogni ion ha i is impossible o en i ely e adica e anxie y and one mus lea n o li e wi h i : I can’ elimina e my anxie y, bu I can s i e o make i s exis ence meaningless and ac in spi e o i . (RE 1; 13) A commonly men ioned change was o iew anxie y as a sepa a e en i y om he sel o as a smalle aspec in ela ion o he sel . Addi ionally, se e al desc ip ions challenged he associa ion be ween anxie y and being a good pe o me : I ha e also lea ned ha eelings, hough s and labels a e sepa a e om mysel and do no de ine me as a pe son, and despi e hem, I am ul ima ely he pe son who makes he decisions. So, I’m no jus someone who has public speaking anxie y, bu I can also be a good p esen e . (RE 1; 14) Ano he change was an inc eased sel -awa eness and he ealisa ion ha PSA is no necessa ily caused by he ac o p esen ing, bu by deepe ques ions conce ning he sel , which he cou se p o ided concep s and oppo uni ies o e lec on: I ook an e en bigge , silen leap in sel -awa eness in my mind when i s uck me ha he main eason o my public speaking anxie y was my low sel -es eem. I don’ like being he cen e o a en ion, because undamen ally I eel ha I don’ dese e i and ha he public is no in e es ed in wha I ha e o say. As I ecognised he p oblem, I became awa e ha I was no simply going o ge id o my public speaking anxie y. (RE 15; 15) A mo e op imis ic pe cep ions o one’s communica ion abili ies was e lec ed in a s eng hened con idence in one’s po en ial and willingness o de elop in public speaking. Fo ins ance, his pa icipan ’s desc ip ion indica es a shi om a belie in he impossibili y o de elopmen o a new ound sense o empowe men and abili y: I’ e always wan ed o s udy and de elop mysel , bu when i comes o public speaking, I’ e hough ha i ’s some hing I can’ de elop – simply because I hough o a long ime ha I would ne e p esen again. Now I ha e a desi e o de elop, i no o become a g ea speake , a leas o become a be e one. (RE 5; 16) Uni e si y s uden s’ pe cep ions o he e ec i eness... 135 Fo some pa icipan s, changes in ol ed an inc ease in sel -e icacy hinking and imp o ed con idence in hei pe o mance. Fo ins ance, some pa icipan s desc ibed hemsel es as ha ing mo e cou age o ace demanding si ua ions, such as p esen ing indi idually: Be o e he cou se and e en du ing i , I was absolu ely su e ha I would no be able o gi e a p esen a ion o any kind, and I ce ainly wasn’ going o. I had been a oiding public speaking o a long ime and I hink I made p og ess, a leas in ha I had he con idence o da e o go on s age and I was e en able o gi e a solo p esen a ion. I was a big s ep o me. (RE 3; 17) Communica ion skills and s a egies Changes in p esen a ion- ela ed communica ion skills and s a egies appea ed in 43 passages by 27 di e en pa icipan s. Mos o he changes desc ibed in ol ed he de elopmen o one’s s a egy o p epa ing o and ac ing in p esen a ion si ua ions. The desc ip ions highligh ed how s uden s iden i ied mo e e ec i e ways o p epa ing. Some pa icipan s desc ibed ha ing ealised he need o educe p epa a ion and a oid o e - p epa a ion, while o he s desc ibed he need o inc ease i : I ha e lea ned o challenge mysel in a o ally new way. Towa ds he end o he cou se, I ook mo e and mo e “ isks”, I didn’ o e -p epa e o any p esen a ion du ing he cou se. (RE 2; 18) Du ing he cou se, I ha e also lea ned o accep ha e en i an assignmen ha in ol es public speaking appea s easy and e o less o many people, I ha e o spend ime p epa ing o i ... In he pas , I ha e a oided p epa ing o a p esen a ion and I ha e downplayed i s s ess ul impac , and I ha en’ e en ealised how much ime and peace I need be o e and a e a p esen a ion. (RE 21; 19) The pa icipan s also men ioned speci ic changes in hei communica ion skills. These included unlocking he use o hands o suppo communica ion, ha ing he cou age o expe imen wi h di e en pos u es and posi ions, speaking in one’s own wo ds, and educing hei eliance on no es: In he pai p esen a ion, I ook a big s ep o mysel and eed my hands in o de o use hand mo ions o suppo wha I was saying. (RE 17; 20) I ha e pa icula ly p og essed in ha , while I ha e my no es, I don’ ely on hem oo much. In- s ead, I ha e he con idence o speak in my own wo ds and engage wi h he audience. (RE 36; 21) Some o he changes in he communica ion skills we e ela ed o he way in which a ela ionship could be es ablished wi h he audience. Pa icipan s men ioned making eye con ac , ocusing on he ask and audience ins ead o eelings o anxie y, and allowing onesel ime o es ablish connec ion wi h he audience as in he ollowing example: In he pas , I’ e ied o say wha I’ e had o say as quickly and b ie ly as possible, e en in no mal social si ua ions, o ge people’s a en ion away om me. Howe e , I ha e ealised ha he audience is in no hu y o go anywhe e when I ha e he loo and ha I can pu my ideas in o wo ds mo e clea ly when I gi e mysel ime. (RE 12; 22) In addi ion, many pa icipan s desc ibed lea ning new ways o elie e and manage anxie y, o example h ough b ea hing, elaxa ion, o mind ulness exe cises. Some also p o ided a Ge lande & Alanne 136 mo e de ailed explana ion o how a new me hod wo ked, o ins ance, o help wi h memo y e en ion and o ocus on he p esen a ion a he han an icipa ing he opinion o he audience, such as he pa icipan below: I ha e ound ha pic u ing wha I am going o p esen in my head, like a ilm, makes i easie o me o emembe wha I am going o say and ocus on i , ins ead o hinking oo much abou wha he audience hinks abou me and wha I am p esen ing. (RE 28; 23) Pa icipa ion Abou hal o he pa icipan s men ioned changes in hei pa icipa ion du ing he cou se (see Table 1 in Appendix A). In he academic con ex , hese changes included no longe ying o a oid cou ses ha equi ed p esen ing. In pa icula , s uden s ended o a oid language cou ses, which hey we e encou aged o a end, as shown in he ollowing example: Th oughou my uni e si y s udies, I’ e a oided he compulso y Swedish cou se because i in ol es gi ing a p esen a ion in Swedish, and he idea has eally dis u bed me. Howe e , I am cu en ly in he p ocess o aking he cou se and i is my u n o gi e a p esen a ion in a ew weeks’ ime. I don’ hink I would ha e been able o a end he Swedish cou se i i hadn’ been o his cou se on de eloping con idence. E en hough I know ha he p esen a ion is coming up, I eel e y calm and peace ul abou i . (RE 29; 24) The change in pa icipa ion was also e lec ed in mo e ac i e engagemen in academic communica ion si ua ions. In he ollowing example, he s uden desc ibes a new kind o agency. In a pe cei ed challenging public si ua ion, he s uden had demons a ed he cou age no only o ini ia e ac ion bu also o publicly exp ess hei opinion, which di e ed om ha o he eache : Nowadays, I also ha e mo e con idence o en e in o hese si ua ions. A good example o his happened in a lec u e his week, whe e I had he cou age o open my mou h and sha e my iew, which was in con lic wi h he iew p esen ed by he lec u e . My hea a e ha dly inc eased a all and I also ecei ed posi i e eedback om he lec u e o a well-a gued and p esen ed iew. (RE 38; 25) In addi ion o communica ion si ua ions ela ed o s udies, mo e ac i e pa icipa ion mani es ed in he willingness o ake he ini ia i e in a ious e e yday si ua ions (e.g., s a ing a con e sa ion in he can een) o aking pa in ec ea ional ac i i ies, which we e now seen as oppo uni ies o de elop con idence in public speaking and e en alle ia e anxie y in social si ua ions mo e gene ally: The cou se also inspi ed me o do mo e physical ac i i y o elie e anxie y, which I in end o u ilise wi h my ea o social si ua ions. Fo he pas mon h, I ha e inc eased he amoun o exe cise I do and ha e ound ha i has had a posi i e impac on my anxie y. I s a ed eam spo s, which I had long d eaded, whe e i s o all I ha e o deal wi h la ge c owds and also ha e o “pe o m”, as people’s a en ion is ocused on me when I ha e he ball. 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Au ho s Maija Ge lande , Ph.D., Senio Lec u e in Academic S udy Skills and Wellbeing, Cen e o Mul ilingual Academic Communica ion, Uni e si y o Jy äskylä. h ps://o cid.o g/0000-0002-3516-844X Maija Ge lande is Senio Lec u e leading he Academic S udy Skills and Well-being eam, esponsible o de eloping policies and cou ses o suppo s uden and s a wellbeing, wi h a ocus on communica ion and language s udies. He p o essional and academic in e es s lie in he de elopmen o s uden s’ communica ion compe ence, communica ion con idence, and communica i e and ela ional dynamics in di e en p o essional and ins i u ional ela ionships, pa icula ly in highe educa ion, jou nalism and heal hca e. Anne Alanne, M.A., Designa ed Linkla e Voice® eache , Teache in Alexande Technique (STAT, FINSTAT), Pa - ime eache , Cen e o Mul ilingual Academic Communica ion, Uni e si y o Jy äskylä. Anne Alanne eaches o al communica ion o s uden s o psychology, his o y, e hnology, music, a , and cul u al s udies. She also eaches cou ses in communica ion con idence and is a specialis in oice aining. Uni e si y s uden s’ pe cep ions o he e ec i eness... 149 Acknowledgemen s We would like o hank Jaana Tikkala, M.A., Uni e si y Lec u e , Cen e o Mul ilingual Academic Communica ion, Uni e si y o Jy äskylä o he con ibu ion o he collec ion o he esea ch da a and o he ui ul discussions on he esea ch opic. We would also like o hank Miguel Lopez Sanchez, Uni e si y Lec u e , Cen e o Mul ilingual Academic Communica ion, Uni e si y o Jy äskylä, o his expe Spanish ansla ion o he abs ac . Ge lande & Alanne 150 Appendices Appendix A Table 1 Themes desc ibing changes in communica ion con idence in he e lec i e essays Themes o he passages desc ibing change Dis ibu ion o 193 passages by he hemes Dis ibu ion o he hemes among 38 e lec- i e essays Coun o passages Pe cen age o passages Occu ence in di e en essays* Pe cen age o occu ence** O ien a ion owa ds anxie y, public speaking, o he audience 71 37% 32 84% Pe cep ions o o al communica ion sel - e icacy 63 32% 21 55% Communica ion skills and s a egies 43 22% 27 71% Pa icipa ion in s udies and e e yday li e 17 9% 16 42% *The numbe o e lec i e essays in which he heme is men ioned ** The pe cen age o occu ence ela i e o he numbe o e lexi e essays. Table 2 Iden i ied ac o s suppo ing lea ning Fac o s ha sup- po ed lea ning Dis ibu ion o 81 passages by he ac o Dis ibu ion o he ac o s among 38 e lec i e essays Coun o passages Pe cen age o passages Occu ence in di e en essays* Pe cen age o occu ence** Pee g oup and pee ela ionships 32 40% 23 60% Feedback du ing he cou se 26 32% 20 53% Knowledge and unde s anding o anxie y 23 28% 17 45% *The numbe o e lec i e essays in which he heme is men ioned ** The pe cen age o occu ence ela i e o he numbe o e lexi e essays. Uni e si y s uden s’ pe cep ions o he e ec i eness... 151 Appendix B The quo es in Finnish, he o iginal language o he e lec i e essays, and ansla ions in o English made by p o essional ansla o . Numbe o he quo e Quo es in Finnish Quo es in English 1 ”Eni en ehdo omas i on kehi yny oma asennoi uminen jänni ykseen [...]. En aja ele si ä enää pelkäs ään nega ii isena asiana ja sen osaa suh eu aa pa emmin oikeisiin mi asuh eisiin.” (RE 8) Wha has de ini ely de eloped he mos is my own a i ude owa ds anxie y...I don’ hink o i as jus a nega i e hing anymo e and I can pu i mo e in o pe spec i e. (RE 8) 2 ”Koin alkuun ähän masen a anakin oi alluksen sii ä, e ei jänni ys noin ain ole ka oamassa.” (RE 1) I ound he ealisa ion ha my anxie y is no jus going o disappea a bi dep essing a i s . (RE 1) 3 ”Englannin ku sseilla kaikki o a aiku anee niin eippail a ja hy il ä esiin yjil ä, e ä ku i elin, e ei ä muu jänni ä ollenkaan. Tällä esiin ymisku ssilla apah ui kui enkin ihan sama asia eli jänni ys ei pääasiassa näkyny kenes äkään päällekkäin, jo en ymmä ykseni laajeni ja oi alsin, e ä myös englannin ku sseilla mone a mas i jänni ä ä .” (RE 10) In he English cou ses, e e yone has seemed o be such ene ge ic and good p esen e s ha I hough o he s didn’ eel anxious a all. Howe e , he same hing happened in his p esen a ion cou se, ha is, mos ly he anxie y wasn’ ex e nally isible in anyone, so my unde s anding b oadened and I ealised ha many people mus ha e el anxious in he English cou ses oo. (RE 10) 4 ”Olen iimeinkin ymmä äny , e ä esi yksen ei a i se mennä sa ap osen isen äydellises i ollakseen ii ä än hy ä.” (RE 18) I inally unde s and ha a p esen a ion doesn’ ha e o be one hund ed pe cen pe ec o be good enough. (RE 18) 5 ”Ku ssi osal aan helpo i luopumaan ällaises a ”hy än esiin yjän myy is ä”, johon jänni äminen ei mah uisi.” (RE 1) The cou se helped me o abandon his my h o he “good p esen e ”, which would no allow o anxie y. (RE 1) 6 “Yksi ku ssin keskeisimmis ä oi alluksis a on ollu se, e ä esiin yessä kanna aa keski yä omien jänni ykses ä joh u ien un emus en sijaan yleisön huomioimiseen. Muiden esiin ymisjänni ykses ä kä si ien opiskelijoiden esi yksiä seu a essa huomasi sel äs i, e ä oleellisin a ei ole esiin yjän en ous, aan se, mi en yleisö on o e u huomioon.” (RE 21) One o he key insigh s o he cou se has been ha when pe o ming, i is wo h ocusing on paying a en ion o he audience a he han on you own eelings o ension. Wa ching he pe o mances o o he s uden s wi h pe o mance anxie y, i became clea ha he mos impo an hing is no how elaxed he pe o me is, bu he way he audience is aken in o accoun . (RE 21) 7 ”Eni en i se esiin ymis ilan eessa minua au aa ny ymmä ys sii ä, e ä esiin yminen on uo o aiku us a yleisön kanssa.” (RE 17) Wha helps me he mos in he p esen a ion si ua ion now is he unde s anding ha public speaking is abou in e ac ing wi h he audience. (RE 17) Ge lande & Alanne 152 Numbe o he quo e Quo es in Finnish Quo es in English 8 ”Sanoisin ku ssin ehneen suu imman aiku uksen esiin ymiseen lii y iin aja usmalleihini. Aiemmin näin esiin ymis ilan ee e äänlaisina koe ilaisuuksina, jois a pi i suo iu ua äydellises i jo ei yleisö uomi se. Ja silloinkin se uomi see. Tappio on ääjäämä ön ja mieleni läh ee ka as o iaja elun polulle. Ny ymmä än, e ä läh ö ilanne ei ole luonnos aan inou unu . Yleisö ei läh ökoh aises i ihaa minua ja halua, e ä epäonnis un.” (RE 18) I would say ha he cou se had he bigges impac on my hough pa e ns ela ed o public speaking. In he pas , I saw public speaking si ua ions as a kind o es , which you had o pe o m pe ec ly in o de no o be judged by he audience. And e en hen, hey will judge you. De ea is ine i able and my mind goes down he pa h owa ds a disas e . Now I unde s and ha he s a ing poin is no inhe en ly skewed. The audience does no inhe en ly ha e me and wan me o ail. (RE 18) 9 ”En ole ihan a ma mi en i se koen yleisön ka seen, sillä yh ääl ä en pidä ko inkaan paljoa sii ä, kun minua ka so aan, mu a oisaal a haluan kyllä e ä yleisö seu aisi esi ys äni.” (RE 18) I’m no qui e su e how I eel abou he audience’s gaze, because, on he one hand, I don’ like being looked a e y much, bu , on he o he hand, I do wan he audience o ollow my p esen a ion. (RE 18) 10 ”Olen oppinu ku ssin aikana hy äksymään i seni sellaisena esiin yjänä kuin olen” (RE 33) Du ing he cou se I ha e lea ned o accep mysel as he p esen e I am. (RE 33) 11 ”Olen luullu , e ä olen ” iallinen”, koska esiin ymise jänni ä ä minua.” (RE 11) I used o hink I was “de ec i e” because I was anxious abou speaking in public. (RE 11) 12 ”Olenkin oppinu olemaan a mollisempi i seäni koh aan.” (RE 15) I ha e lea ned o be mo e me ci ul owa ds mysel . (RE 15) 13 ”En oi pois aa jänni ämis äni, mu a oin a oi ella sen olemassaolon me ki ykse ömyy ä ja oimimis a sii ä huolima a.” (RE 1) I can’ elimina e my anxie y, bu I can s i e o make i s exis ence meaningless and ac in spi e o i . (RE 1) 14 “Olen oppinu myös, e ä un ee , aja ukse ja leima o a i ses äni e illisiä asioi a ei ä kä mää i ä minua ihmisenä ja niis ä huolima a olen lopul a i se se ihminen, joka ekee pää ökse . En siis ole ain esiin ymisjänni äjä, aan oin olla myös hy ä esiin yjä” (RE 1) I ha e also lea ned ha eelings, hough s and labels a e sepa a e om mysel and do no de ine me as a pe son, and despi e hem, I am ul ima ely he pe son who makes he decisions. So, I’m no jus someone who has public speaking anxie y, bu I can also be a good p esen e . (RE 1) 15 “O in i se un emuksessa ielä isomman, hiljaisen ha ppauksen mielessäni, kun ie oisuu eeni iski, e ä suu in syy esiin ymisjänni ykseeni on huono i se un o. En pidä huomion keskipis eenä olemises a, koska pohjimmil aan koen, e en ansai se si ä ja e ei yleisöä kiinnos a sano a ani. Samalla kun unnis in ongelman, iedos in e ä en ole niin ain pääsemässä esiin ymisjänni ämises ä e oon.” (RE 15) I ook an e en bigge , silen leap in sel -awa eness in my mind when i s uck me ha he main eason o my public speaking anxie y was my low sel -es eem. I don’ like being he cen e o a en ion, because undamen ally I eel ha I don’ dese e i and ha he public is no in e es ed in wha I ha e o say. As I ecognised he p oblem, I became awa e ha I was no simply going o ge id o my public speaking anxie y. (RE 15)