Abstract:

The Kielibuusti (Language Boost) project is a part of the Finnish government’s efforts to boost the immigration of international talent to Finland which is increasingly important for Finland’s wellbeing and competitiveness. The Kielibuusti project, financed by the Ministry of Education and Culture and carried out by Aalto University and Helsinki University in main responsibility, runs from 2021 to 2024 and aims at improving possibilities, means and results of learning the domestic languages Finnish and Swedish for educated adult learners. At present, a central service for language learning for immigrants with employed or student status is lacking. As a result of the project a national one-stop online platform will be opened. It will include information, guidance and tools for language learning and serve three user groups: learners, teachers and employers of immigrants. Furthermore, the base for a nationwide collaboration network between universities teaching Finnish or Swedish as a second language is targeted.

The project is guided by three principles:
1) life-long learning,
2) language learning as part of social activity,
3) learner autonomy and the teacher’s role as a supporter of learning. These principles are present in all development activities of the project.

According to the principle of life-long learning, language learning possibilities are being developed to suit different life phases, i.e. before, during and after university studies, at work and in the freetime; both in Finland and even in the immigrants’ home countries prior to entering Finland. The concept of language skill is seen as one of the essential life skills: it is communication, socialization, even identity. Kielibuusti learning methods – often technology assisted – thus aim at giving the learner possession of the language they learn at a very early stage. Language learning is seen as social activity: not only does Kielibuusti aim at giving the learners methods for everyday language learning, but also to educate the surrounding Finns – colleagues, employers, fellow students – to language awareness which supports learning efforts. The target is to make language learning a part of everyday life – instead of seeing it happen only in a course context. Teachers are introduced to a situation, theme and action based teaching method that builds course content according to the learners’ real communication environment and needs and enhances learner autonomy.

Keywords:

Integration, second language learning, university-industry cooperation, workplace learning, digital language learning, learner autonomy.