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Lea ning pa hs on elemen a y uni e si y cou ses in Finnish as a second language
Elo an a, Johanna; Jalkanen, Juha
Elo an a, J., & Jalkanen, J. (2015). Lea ning pa hs on elemen a y uni e si y cou ses in
Finnish as a second language. In J. Jalkanen, E. Jokinen, & P. Taalas (Eds.), Voices o
pedagogical de elopmen : expanding, enhancing and explo ing highe educa ion
language lea ning (pp. 225-240). Resea ch-publishing.ne .
h ps://doi.o g/10.14705/ pne .2015.000294
2015
225
11
Lea ning pa hs on elemen a y
uni e si y cou ses in Finnish
as a second language
Johanna Elo an a1 and Juha Jalkanen2
Abs ac
Along wi h he g owing deg ee o in e na ionalisa ion, Finnish
uni e si y educa ion needs o add ess issues ela ed o lea ning and
eaching Finnish as a second language. F om he pe spec i e o eaching
Finnish and ela ed pedagogical de elopmen , i is essen ial o ecognise
when, whe e and o which pu poses lea ne s need Finnish a he a ious
s ages o he language acquisi ion p ocess. This a icle ocuses on he
lea ning pa hs o h ee in e na ional s uden s who s udied Finnish on a
one- e m elemen a y cou se a he Uni e si y o Jy äskylä Language
Cen e. The a icle is based on a socio-cul u al and ecological iew on
language lea ning and eaching. The da a consis o lea ning dia y ex s
w i en by he s uden s du ing he cou se. Th ough hese ex s, uni e si y
s uden s’ language usage si ua ions and iews on he Finnish language and
i s acquisi ion a e explo ed. The lea ne s’ na a i es con eyed hei ideas
ela ed o languages and language acquisi ion, which appea ed o be cen al
backg ound ac o s o di e en language usage and s udy p ac ices. The
h ee lea ne pa hs ep esen ed di e en o ms and deg ees o in eg a ion.
The lea ne s’ goals we e closely ela ed o he en i onmen s in which hey
led hei daily li es.
Keywo ds: Finnish, second language lea ning, highe educa ion, in e na ionalisa ion,
uni e si y s uden s, in e ac ion.
1. Language Cen e, Uni e si y o Jy äskylä, Finland; [email p o ec ed]
2. Language Cen e, Uni e si y o Jy äskylä, Finland; [email p o ec ed]
How o ci e his chap e : Elo an a, J., & Jalkanen, J. (2015). Lea ning pa hs on elemen a y uni e si y cou ses in Finnish as a second
language. In J. Jalkanen, E. Jokinen, & P. Taalas (Eds), Voices o pedagogical de elopmen - Expanding, enhancing and explo ing
highe educa ion language lea ning (pp. 225-240). Dublin: Resea ch-publishing.ne . doi:10.14705/ pne .2015.000294
Chap e 11
226
1. In oduc ion
Inc easing in e na ionalisa ion has also challenged Finnish uni e si y educa ion
o conside ques ions ela ed o lea ning and eaching Finnish as a second
language (F2). As a esul o in e na ional ec ui men , uni e si ies employ a
g owing numbe o eaching and esea ch s a o whom lea ning Finnish is
an impo an channel o in eg a ion in o he uni e si y communi y and Finnish
socie y. To some ex en , he in e na ional s uden s en olled in mas e ’s deg ee
p og ammes and doc o al p og ammes sha e simila needs. Many exchange
s uden s, who usually spend ei he one o wo e ms in Finland, also wan and
need o lea n some Finnish. Ma ching he di e se needs and goals is one o he
key challenges o eaching Finnish as a second language a uni e si y oday.
F om he pe spec i e o eaching Finnish and ela ed pedagogical de elopmen ,
i is essen ial o ecognise when, whe e and o which pu poses lea ne s need
Finnish a he a ious s ages o he language acquisi ion p ocess. E en hough
he e is ela i ely abundan esea ch on he in eg a ion o immig an s in o
Finnish socie y, his esea ch has p ima ily ocused on daily and wo king li e
con ex s (see e.g. Pöyhönen, Rynkänen,Ta nanen & Ho man 2013; Suni 2008).
The in eg a ion o in e na ional s uden s in o he academic communi y and
he Finnish language communi y has no been s udied om he pe spec i e o
lea ning Finnish. Resea ch in o second language (L2) pedagogy, pa icula ly a
he uni e si y le el, has as ye also been sca ce in Finland (howe e , see Aal o &
Taalas 2005 and Jalkanen & Vaa ala 2013).
In his a icle we explo e he lea ning pa hs o h ee in e na ional s uden s who
s udied Finnish on a one- e m elemen a y cou se a he Uni e si y o Jy äskylä
Language Cen e. The ocus is on e en s ha a e signi ican o he lea ning
p ocess and on he ole o language in hem. The ollowing esea ch ques ions
will be answe ed:
• How do he lea ne s desc ibe hei F2 lea ning pa hs?
• How do he lea ne s’ desc ip ions po ay he Finnish language and
lea ning Finnish?
Johanna Elo an a and Juha Jalkanen
227
Fi s , we p esen some cu en esea ch ends in L2 lea ning, concen a ing on
a pedagogical iewpoin . The ea e , we desc ibe he da a used in he a icle as
well as he analysis esul s di ided in o h ee sec ions. Finally, we discuss wha
he lea ne s’ desc ip ions e eal abou uni e si y s uden s’ ini ial F2 lea ning
pa hs and wha guidelines he esul s o e o de eloping F2 uni e si y
pedagogy.
2. Lea ning L2 in in e ac ion
Recen esea ch in o second-language acquisi ion highligh s ha language is
lea ned in in e ac ion, no o i (e.g. Suni 2008). This seemingly small dis inc ion
is isible, in pa icula , in iewing language skills as si ua ional (Du a & A o
2012; Gee 2004; Pennycook 2010). The app oach implies ha in e ac ion is he
s a ing poin o lea ning, no i s e minal poin . P ac ice is s ill needed, bu
s uc u es and ocabula y a e app oached by examining he si ua ions in which
hey a e ypically used. The linguis ic en i onmen is hus highly signi ican
o he lea ning p ocess. Teaching should help lea ne s o analyse di e en
in e ac ion si ua ions a school and in hei leisu e ime as well as he su ounding
linguis ic en i onmen .
Language is oday ac ually ega ded as an ac i i y in which linguis ic
esou ces a e u ilised. These esou ces a y om one si ua ion and modali y
o he nex . This app oach basically includes he spa ial a ia ion and empo al
egene a ion o language (Du a & A o 2012). F om he language acquisi ion
poin o iew, his means ha language p o iciency is no demons a ed as
mas e y o g amma bu as a s a egic abili y o use di e en mul imodal
meaning-making ools in a goal-o ien ed way (Canaga ajah 2008; Pennycook
2010).
Wi hin L2 lea ning, g ound has been pa icula ly gained by holis ic heo ies
ha aim a explaining he complex and dynamic na u e o he language
acquisi ion p ocess. Complexi y heo y (La sen-F eeman & Came on 2008)
and an ecological app oach ( an Lie 2004) sha e a sys emic app oach o
Chap e 11
228
language acquisi ion and highligh he need o unde s and he connec ions
be ween p ocesses occu ing a di e en le els. La sen-F eeman and Came on
(2008) also emphasise ha i is essen ial o see language as a dynamic sys em
ha is cons an ly shaped in human in e ac ion. F om a pedagogical iewpoin ,
he idea o dynamic language usage implies ha , o example, he discussions
eco ded in lea ning ma e ials a e always in a ce ain sense ozen and s a ic.
On he o he hand, eaching should also p o ide sa e possibili ies o es he
applica ion o language sys ems (see also Gee 2005).
E en hough eaching plays a cen al ole in L2 acquisi ion, i s p ima y
pu pose is o suppo and s uc u e he lea ning p ocess a he han o de ine
o con ol lea ning sequences based on assumed language di icul y le els
(La sen-F eeman & Came on 2008; Suni 2008). By ollowing he lea ne s’
p og ess, pedagogical suppo can be a ge ed a di e en p ocess s ages a he
igh ime. This is how he lea ne s’ o ien ee ing on hei lea ning pa hs can be
guided owa d he nex con ol poin , whe eby hey can s uc u e a pa o he
linguis ic sys em as a meaning ul and in elligible whole (La sen-F eeman &
Came on 2008).
3. The con ex and da a
S uden s who a end F2 cou ses a , o ins ance, Finnish uni e si y language
cen es ha e e y di e en backg ounds and s a ing poin s. They come om
di e en pa s o he wo ld, wi h di e en school and lea ning cul u es, and
speak di e en languages. Fu he mo e, i is ypical o hese cou ses ha he
g oups consis o exchange s uden s, in e na ional mas e ’s deg ee p og amme
s uden s and pos g adua e s uden s. As a consequence o his he e ogenei y
and di e ing pe sonal plans and goals, he pa icipan s’ expec a ions o hei
lea ning ou comes also a y. Exchange s uden s who s ay in Finland o ou
mon hs may be mo i a ed o s udy Finnish in o de o acili a e e e yday
si ua ions, o some o hem a e in e es ed in knowing an exo ic language. On
he o he hand, mas e ’s deg ee s uden s who in end o pu sue a ca ee and
emain pe manen ly in Finland may aim a applying o a job in Finnish wi hin

Johanna Elo an a and Juha Jalkanen
229
a ew yea s. Na u ally, in addi ion o hese ex eme cases, he e a e a la ge
numbe o s uden s wi h no clea plans and hopes o he u u e ye . A he
ini ial s age, eaching he e o e in ol es inding a balance be ween s uden s’
di e se in e es s and lea ning pa hs.
The da a o his s udy we e collec ed on an ini ial F2 cou se in he au umn
o 2014 ( a ge le el: CEFR A1 / basic use ). Ins ead o a p esumed
hie a chical lea ning sequence, he cou se was designed based on language
usage si ua ions ha a e meaning ul o he lea ne s. A common s a ing poin
o ini ial eaching is he idea o a basic language p o iciency ha mus be
acqui ed be o e language can be used in in e ac ion. This app oach in luences
lea ning ma e ials so ha he spec um o ex s and language usage si ua ions
becomes na ow and i ele an o he needs o he use . In o de o a oid his
disad an age, we mapped he lea ne s’ language usage si ua ions ia an inqui y
be o e designing he cou se. The si ua ions chosen o he cou se included
di e en ypes o linguis ic esou ces, which he s uden s ei he analysed o
lea ned o iden i y. All he si ua ions also en ailed linguis ic esou ces ha
we e beyond he lea ne s’ comp ehension abili ies. The aim was o di ec hei
ocus o he de elopmen o s a egic skills and disco e y o co e con en . The
cou se was o ganised o he i s ime in i s new o ma while collec ing he
esou ces, and he new app oach was pilo ed wi h one s uden g oup.
S uden s wi h a ying coun ies o o igin, mo he ongues and s uden
s a uses we e selec ed o he s udy. The aim was o cas ligh on lea ne
pa hs ha had di e en indi idual s a ing poin s. Acco ding o hese c i e ia,
h ee pa icipan s we e chosen: Julie, Nao o and Daniel ( he names a e
pseudonyms).
The esea ch da a consis o he lea ning dia ies w i en by he pa icipan s
in he cou se online lea ning en i onmen . The dia y en ies we e w i en
app oxima ely once a mon h. The na a i e na u e o he da a links ou s udy o
a na a i e esea ch app oach, which acco ding o Webs e and Me o a (2007)
is op imally sui ed o analysing he complex and nuanced expe iences ha
lea ning and eaching in ol e. In na a i e esea ch, indi idual expe iences a e
Chap e 11
230
eco ded h ough he cons uc ion and econs uc ion o pe sonal s o ies, which
makes i possible o eco d and e ell e en s ha ha e been he mos in luen ial
o pa icipan s. The e o e, he na a i e app oach allows esea che s o po ay
expe iences holis ically, in all hei complexi y and ichness, ying o illus a e
he empo al no ion o expe ience, which is based on he idea ha an indi idual’s
unde s anding o people and e en s changes (Webs e & Me o a 2007).
The objec i e o na a i e analysis is o disco e in he da a hose s o ies ha
ep esen he phenomenon. Na a i e analysis yields gene alisa ions abou
hinking, ac i i y, meanings and a i udes ha a e ela ed o he phenomenon. In
his s udy, we ead he s uden s’ lea ning dia ies i s alone and hen compa ed
ou obse a ions and in e p e a ions. E en hough he aim in in e p e ing he
dia ies was o con ey each lea ne ’s pe sonal oice, he in e p e a ion in ol ed
e elling he s o ies. The s uden s w o e hei dia ies in English, and hei di e se
language skills may ha e a ec ed he way hey e balised hei expe iences. The
aim was also o ake his in o accoun in analysing he ex s.
The ollowing sec ions p esen he pa icipan s’ lea ning pa hs, i s by
in oducing hei backg ounds. The lea ne s’ easons o s udying Finnish and se
lea ning ou comes a e desc ibed he ea e . Then we cha ac e ise how language
and i s lea ning a e mani es ed in he lea ne s’ na a i es, as well as po en ial
u ning poin s ha appea as meaning ul o he lea ning p ocess. Finally, he
ocus will be on he lea ne s’ e ospec i e hough s abou lea ning Finnish. The
s uc u e o he desc ip ions is ch onological, ha is, hey p oceed as he cou se
p og esses.
4. Th ee beginne s’ lea ning pa hs
4.1. Pa h 1: he language en husias
Julie was an exchange s uden om Cen al Eu ope. He mo he ongue was
F ench and he majo subjec du ing he six-mon h exchange pe iod was
poli ical science.
Johanna Elo an a and Juha Jalkanen
231
Acco ding o Julie, lea ning Finnish was an essen ial pa o a ela i ely long
s ay in Finland. She ound ha in addi ion o he p ac ical unc ions o language,
such as going o shops and alking o people, i also opens a window o he
Finnish mindse and cul u e. Mo eo e , Julie men ioned ha o he lea ning
languages was a hobby.
Julie’s aim was ha a e li ing ou mon hs in Finland she would be able o
speak Finnish, as she desc ibed i , ‘a he basic le el’. She also wan ed o know
some Finnish g amma . Julie speci ied he means o achie ing he lea ning
ou comes on a gene al le el by using passi e cons uc ions. She ega ded he
Finnish cou se as he p ima y s ep in lea ning he language and men ioned daily
li e language usage si ua ions, such as going o shops and ca es and using public
anspo , in his con ex . Julie no ed ha con e sa ions wi h na i e speake s
o Finnish we e a good way o lea n he language, pa icula ly ocabula y.
Howe e , she suspec ed ha he language she would lea n om Finns would
mainly be slang and ulga ocabula y. Because o he gene al na u e o he
desc ip ion, i was di icul o conclude which o he a o emen ioned language
usage si ua ions Julie in ended o u ilise in he lea ning.
As he cou se p og essed, Julie equen ly e lec ed on he di e ences and
simila i ies be ween Finnish and he o he languages she knew (F ench, I alian,
English and Russian), ying o de ine he ela ionship o he s uc u al sys em
o he language. Julie explained ha he Russian skills helped he pe cei e he
s uc u es o Finnish, e en hough she gene ally ound he di e ences be ween
Finnish and he Indo-Eu opean languages challenging. None heless, she
ema ked ha she enjoyed lea ning a new linguis ic sys em.
Julie seemed o ha e a ela i ely s uc u e-o ien ed app oach o Finnish, which
was mani es ed dis inc ly as a con lic be ween he in e es s ( e bs, enses,
su ixes) and he si ua ional app oach applied in he cou se ( o ming ques ions,
asking o di ec ions, ag eeing on appoin men s). In addi ion o s uc u es, Julie
equen ly men ioned wan ing o expand he ocabula y, ye wi hou speci ying
he ype o ocabula y she needed. She also ega ded speaking and w i ing as
indi idual suba eas o be de eloped sepa a ely.
Chap e 11
232
Julie de ined language usage as a game o wo le els: on he i s le el, one
lea ns and uses language in he closed, sa e and undis u bed cou se en i onmen ,
whe eas he second le el in ol es language usage in mo e challenging con ex s
cha ac e ised by ime p essu es and ex e nal dis ac ions. Acco ding o Julie,
p ac ising on he i s le el, ha is, in he class oom, p epa es s uden s o he
second le el.
The u ning poin in Julie’s language lea ning p ocess can be da ed o he inal
s age o he cou se, a which he language usage en i onmen s expanded o
meaning ul ex amu al si ua ions. She men ioned eading Moomin books and
buying icke s on he in e ne as examples o hese si ua ions. When compa ing
he achie ed lea ning ou comes o he ini ial goals, she no ed ha ing ob ained
he keys o speaking and unde s anding Finnish a he basic le el. Julie ound ha
he cou se had been use ul o li ing in Finland e en hough i s majo bene i o
he was he oppo uni y o explo e Finnish language and cul u e, in compliance
wi h he a i ude owa d languages as a hobby.
4.2. Pa h 2: he pe sis en labou e
Nao o was an exchange s uden o biological and en i onmen al science, whose
mo he ongue was Japanese. He li ed in Finland o app oxima ely nine mon hs
du ing his s udies.
Nao o old ha he chie ly a ended he Finnish cou se in o de o mas e e e yday
si ua ions, which he desc ibed as ‘a quiz game’. Fo example, igu ing ou he
con en o ood packages and p ices in supe ma ke s p esen ed g ea challenges
o him in spi e o con ex ual clues. Fu he mo e, he ega ded s udying Finnish as
an oppo uni y o lea n mo e abou Finnish cul u e.
A he beginning o he cou se, Nao o’s only objec i es we e knowledge o
g amma and luency o speech. He said ha he s udied Finnish in o de o be
able o use i ; such simple ph ases as yksi kah i (one co ee) he men ioned ha ing
al eady adop ed in his e e yday usage. The ini ial si ua ion o lea ning Finnish
di e ed om wha he had expec ed: his social ne wo k included mainly o he
Johanna Elo an a and Juha Jalkanen
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Webs e , L. & Me o a, P. 2007. Using na a i e inqui y as a esea ch me hod: an in oduc ion
o using c i ical e en na a i e analysis in esea ch on lea ning and eaching. London:
Rou ledge.
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P in on demand echnology is a high-quali y, inno a i e and ecological p in ing me hod, wi h which he book is
ne e ‘ou o s ock’ o ‘ou o p in ’.
ISBN13: 978-1-908416-26-1 (Ebook, PDF, colou )
ISBN13: 978-1-908416-27-8 (Ebook, EPUB, colou )
Legal deposi , I eland: The Na ional Lib a y o I eland, The Lib a y o T ini y College, The Lib a y o he
Uni e si y o Lime ick, The Lib a y o Dublin Ci y Uni e si y, The Lib a y o NUI Co k, The Lib a y o NUI
Maynoo h, The Lib a y o Uni e si y College Dublin, The Lib a y o NUI Galway.
Legal deposi , Uni ed Kingdom: The B i ish Lib a y.
B i ish Lib a y Ca aloguing-in-Publica ion Da a.
A ca aloguing eco d o his book is a ailable om he B i ish Lib a y.
Legal deposi , F ance: Biblio hèque Na ionale de F ance - Dépô légal: sep emb e 2015.