Parallel Sessions

The main language of communication will be English but there will be presentations and discussions in other languages as well. The programme will open and close with a plenary lecture.

CULTURE
Stéphane Alati & Jasmine Lefrançois, French embassy, French Institute in Finland
Le Brain Boost : comment l’apprentissage systématique des langues stimule les compétences cognitives

Apprendre une nouvelle langue ne se limite pas à la communication ; c’est un véritable exercice pour le cerveau ! L’apprentissage des langues joue un rôle fondamental dans le développement cognitif et l’amélioration des capacités mentales. En vous plongeant dans une nouvelle langue, vous n’acquérez pas seulement une nouvelle compétence, mais vous affûtez également votre esprit et élargissez votre vision du monde. Cette présentation mettra l’accent sur les bienfaits cognitifs associés à l’apprentissage des langues, en démontrant les contributions cognitives suivantes :

• Amélioration de la mémoire
  L’apprentissage d’une nouvelle langue stimule à la fois la mémoire à court et à long terme. Les apprenants doivent mémoriser du vocabulaire, des règles grammaticales et des structures syntaxiques, ce qui améliore leur capacité à retenir et à rappeler des informations.
• Développement de la pensée critique
  La maîtrise d’une langue étrangère encourage les apprenants à analyser et évaluer des concepts issus de différentes cultures. Cela favorise la pensée critique et aide à mieux évaluer les informations.
• Flexibilité cognitive
  Apprendre une langue nécessite une adaptation constante à de nouvelles règles et contextes. Cette capacité à s’adapter rend le cerveau plus flexible, permettant ainsi de s’ajuster rapidement à différentes situations et de résoudre les problèmes plus efficacement.
• Compétences de multitâche
  La gestion de plusieurs langues améliore l’organisation mentale et augmente la capacité à passer efficacement d’une tâche à l’autre.
• Avantages du bilinguisme
  Les avantages du bilinguisme dépassent le simple développement cognitif. Il renforce les compétences sociales et émotionnelles, permettant aux individus de communiquer plus efficacement avec un plus grand nombre de personnes. Les bilingues font souvent preuve de plus d’empathie et de compréhension culturelle, ce qui permet des relations interpersonnelles plus fortes. Des études ont également montré que le bilinguisme peut retarder l’apparition du déclin cognitif lié à l’âge, comme la maladie d’Alzheimer, en maintenant le cerveau actif.

Études récentes (liste non exhaustive) : • De Luca et al. (2020) • Erlam, Philip, and Feick (2021) • F Anderson De Serres (2020) • Darcy, Mora, Daidone (2021) • Bialystok, Barac (2020) • Green, Abutalebi (2019)

TECHNOLOGY
Raili Hildén, Aasis Research Project, University of Helsinki, Finland
Developing Automated Assessment of Spoken Interaction in L2 Finnish

Automated speaking assessment often limits to the individual speaker’s performance using monologue speaking tasks. Moreover, language assessment usually focuses on holistic scoring (i.e. determining speaker’s proficiency level) or providing feedback on linguistic features, such as range, accuracy, fluency and pronunciation. Furthermore, rating scales generally do not include non-verbal features such as gaze or gestures, that are essential in spoken interaction.

In this presentation, I will outline the aims and research methods of the Aasis research project (The Research Council of Finland 2023–2027), which develops ways to automatically measure verbal and non-verbal features of L2 Finnish learners’ spoken interaction. The Aasis project builds on the DigiTala (2019–2023) project, which developed automated speaking assessment for L2 Swedish and Finnish learners. Similarly, the Aasis project aims at providing automated feedback to language learners. However, the research interests of the Aasis project focus on assessment of spoken interaction, including non-verbal communication.

In 2024, the Aasis project recorded audiovisual dialogue performances of academic L2 Finnish learners. Subsequently, human raters were trained to score both linguistic and non-verbal features of the learners’ performances. In addition, transcribers were instructed to annotate the videos using ELAN software and a computer-joystick method for recording patterns. In 2025, the project team plans to analyse the scores using Many-facet Rasch measurement, and will experiment on machine learning methods to predict human scores.

Based on automated assessment, learners could be provided with automated feedback, which might increase the possibilities to practice their Finnish speaking skills. Moreover, automated assessment could support the work tasks of human raters and teachers.

CLASSROOM • TEACHING ENGLISH
Tuija Kae, Sotunki Upper Secondary School and Distance Learning Centre, Vantaa, Finland, and Rildo Reis, Centro Cearense de Idiomas (CCI), Baturité, Brazil
Means to Promote Language Learning and Cultural Literacy

This abstract presents a Teletandem project Global Classroom, an intercultural language exchange between Brazilian and Finnish high school students, developed as an initiative to enhance linguistic competence and cultural understanding. The project’s goal is to enhance students’ English skills while fostering cross-cultural understanding and awareness of cultural diversity. This initiative highlights the growing importance of global citizenship in education, which requires students to develop both language proficiency and effective communication across cultural boundaries.

Global Classroom project connects English language learners from Vantaa and Baturité via an online platform. During online meetings students from both countries engage in discussions about various topics, ranging from everyday life and national traditions to ecology. For example, in the spring 2024, the theme of the project was nature and environment in Brazil and Finland. Students in both countries prepared presentations with topics such as local flora and fauna, weather and climate or natural disasters. The online meetings are about 70 minutes each, starting with introductions and communication starters, followed by oral presentations and ending with a general discussion. These interactions are mediated by English teachers, who provide guidance and support, ensuring that the exchange is both linguistically enriching and culturally sensitive.

Both Brazilian and Finnish students have expressed greater confidence in using English for communication and a deeper appreciation of each other’s cultures. The project has also revealed the potential of such intercultural exchanges to break down cultural barriers and foster global understanding among students. Additionally, the Teletandem project Global Classroom highlights the importance of integrating technology and intercultural communication into language education, offering students authentic language practice and an engaging way to learn about other cultures. Overall, the project shows that language learning is a powerful tool for promoting cultural exchange and mutual understanding in our globally connected world.

NORDIC-BALTIC COUNTRIES • FINLAND
Anu Halvari, Finnish national agency for education
The Task of Language Learning in General Upper Secondary Education in Finland

In theory, Finland offers the general education students plenty of opportunities to take up language studies, with highly qualified teachers at schools. Since the numbers of students studying other than compulsory languages has dwindled over the past few decades, we have tried to address the problem also by revising the task of language learning in general education. This presentation focuses on general upper secondary education.

The Finnish national agency for education, an instance in charge of for example the national core curricula for general education, introduced a major reform in 2014/2016 for language learning in primary and lower secondary education. Together with this, and following the Act on Finnish general upper secondary education (714/2018), the core curriculum for languages in general upper secondary education (2019/2021) try to address the concerns by shifting the task of language learning from the language per se to the students actually learning the language. Thus, the sense of purpose for language learning is a major theme throughout the studies.

This presentation discusses the themes introduced or strengthened in the National Core Curriculum for General Upper Secondary Education 2019. For languages, these include the language profile, oral language learning, transversal competences as well as language proficiency levels within the wider context of the task, or purpose, of general upper secondary education. The focus is on student participation and agency, well-being, learning to learn, individual learning paths and support for learning, and the integration of different subject studies. This is what language education should be, to offer the students tools for continuous learning in their personal lives, further education, and the world of work. But is it enough?

TEACHING GERMAN
Sabine Grasz, German language and culture, University of Oulu, Finland
Multilingualism in German as a Foreign Language (DaF) Instruction and in the Training of Future German Teachers: An Example from Finland

This presentation forms a unit together with the presentation of Almut Meyer (A plurilingual Approach in Teaching German as Foreign Language).

This presentation demonstrates how individual multilingualism and multilingual approaches to language learning are addressed in the training of future foreign language teachers, with a particular focus on German as a foreign language. Today, many learners already bring knowledge of several languages into the classroom, and many communication situations are multilingual. German is often learned alongside or after other foreign languages and is frequently used in parallel with the lingua franca English or the learner’s first language. For this, strategies and activities such as code-switching, building on plurilingual repertoire, plurilingual comprehension, and mediation (see also CEFR – Companion Volume 2020) are essential and should be practiced in foreign language instruction. This is also reflected in the Finnish curriculum for comprehensive schools (National Core Curriculum for Basic Education 2014) and upper secondary schools (National Core Curriculum for General Upper Secondary Education 2019).

The presentation will show how theoretical and didactic models that describe various forms of multilingualism are integrated into the training of future German teachers at a Finnish university. Additionally, teaching materials will be presented that take into account students’ prior knowledge of other languages, such as English and Swedish, and can be used concretely in German courses. The approach was developed as part of the Pluri◦Deutsch project. In this collaborative project, German instructors from German studies programs and teachers of German language courses at the language centers of four Finnish universities worked together to develop course concepts around multilingualism. These practical teaching concepts and materials aim to help teachers address the growing societal plurilingualism in foreign language instruction and cater to the individual multilingual repertoire of learners.

Literature:
Grasz, Sabine (2020): Mehrsprachigkeit und DaF-Unterricht. In: Kursiša, Anta & Schlabach, Joachim (Ed.): Pluri◦Deutsch – plurilinguale Kurse mit Deutsch. Handreichungen für die Kursentwicklung in der Germanistik und an Sprachenzentren. Helsinki: Universität Helsinki. http://hdl.handle.net/10138/318304

CULTURE • TEACHING RUSSIAN
Riku Savonen, Suomi–Venäjä-seura (Finland–Russia Society)
The Role of Russian Language and Russian Speakers in Contemporary Finnish Society

Due to the history and the geography Russian language has traditionally had a significant role as typical foreign language option in Finnish education system. Nevertheless, Russia’s invasion to Ukraine in 2022 has influenced Russian language’s position in Finland. Interest towards the language has been decreasing on different educational levels, and Russian speakers meet different attitudes towards their language in Finnish society. At the same time, some new needs for knowledge of Russian language and culture arise, for example on security area and on the field adaptation work. Russian speakers in Finland are a big (with 100.000 speakers) and very heterogenic group, including refugees from Ukraine and Russian activists in-exile, who are standing against the currant regime. During the session the contemporary role of Russian language will be discussed.

TECHNOLOGY
Ene Peterson, Estonian Association of Foreign Language Teachers
Teaching in the Age of AI: Shaping the Future of Teaching Languages

In the era of rapid technological advancements, particularly in artificial intelligence (AI), traditional foreign language education faces new challenges. This presentation explores the current landscape of language teaching in Estonia, where 99% of state services are online, and where all schools use e-solutions, such as digital learning materials or e-school for communication between school and home.

Estonian legislative system of education, including teaching foreign languages policy, has moved towards more flexibility and decentralization. Language education policies, such as the Estonian Language Strategy 2021–2035 emphasize the importance of teaching Estonian alongside two foreign languages, with recent mandates increasing the diversity of language offerings in schools. Estonian students typically learn at least two foreign languages, with English as the primary language and Russian as the traditional second. However, recent changes have reduced Russian’s prominence, allowing for greater representation of other languages. The teaching framework is guided by the CEFR Companion Volume, ensuring standardized learning outcomes.

Additionally, universities in Estonia have introduced micro-degree programs to enhance foreign language teacher training, and the Estonian Association of Foreign Language Teachers has partnered with the Ministry of Education to support multilingualism and professional development of foreign language teachers. The start of the 2024–2025 academic year on September 1 marked the beginning of Estonia’s transition to an entirely Estonian-language education system.

In a future perspective, it is most important to recognize those trends that are currently underestimated but have the potential to significantly disrupt the entire education system as they grow.

This presentation will also discuss initiatives supporting the professional development of language teachers and outline trends and scenarios for the future of language teaching in Estonia, highlighting critical factors that may disrupt the educational landscape by 2040. The future of language teaching is being shaped today.

CLASSROOM
Olli-Pekka Salo, University of Jyväskylä Teacher Training School, Finland
European Language Portfolio as a Means to Enhance Language Learning and Cultural Awareness

This presentation describes a research and development study, in which the European Language Portfolio (ELP) has been implemented in classroom practices. It discusses the ways in which the ELP can be used as a tool to enhance pupils’ language learning and cultural awareness throughout the 9-year basic education in Finland. The ELP is considered an adequate instrument for this, as it encourages pupils to reflect upon their use and learning of different languages as well as their cultural encounters in versatile ways.

The presentation proposes an outline for using the ELP as a tool to enhance the pupils’ language learning as well as their cultural awareness at various stages of their language studies during basic education. This is illustrated with concrete examples of tasks and exercises that has been used in the classroom to promote effective language learning by making pupils more aware of their language use and, thus, helping them to improve their language learning strategies. In addition, the presentation offers examples of tasks and exercises that help pupils’ to become aware of the impact of cultural encounters in their lives.

The data consist of pupils’ answers to a semi-structured questionnaire (N = 49) on their attitudes towards the ELP. Content analysis (see e.g. Elo et al, 2014) has been used to analyze the answers to the open-ended questions. The preliminary results suggests that pupils find the ELP as a motivating tool in enhancing their language learning.

References
Elo, S., Kääriäinen, M., Kanste, O., Pölkki, R., Utriainen, K., & Kyngäs H. (2014). Qualitative Content Analysis: A focus on trustworthiness. Sage Open 4: 1–10.

NORDIC-BALTIC COUNTRIES • FINLAND • TEACHING IN ENGLISH
Joanne Jalkanen, Rajala School and Association of Teachers of English in Finland
Experiences of Translanguaging in a Finnish School: Insights from a CLIL English-Finnish Programme

This study explores experiences of translanguaging among teachers in a Finnish primary school that employs a content-and-language-integrated-learning (CLIL) approach, combining English and Finnish. Translanguaging is the practice of utilizing multiple languages in education to enhance understanding and learning. It is a significant component of bilingual education and one of the tenets of contemporary scholarly work on bilingualism. Here, translanguaging is examined as both a pedagogical tool and a natural outcome of the CLIL programme, aiming to develop students’ proficiency in English while simultaneously deepening their understanding of subject content and cultural perspectives.

The study is based on qualitative data collected through discussions with teachers and a questionnaire. It investigates the role of translanguaging in the assessment process during the admission of students into Grade One. Moreover, the study examines how translanguaging practices are implemented in day-to-day teaching at the grassroots level, and teachers’ perceptions of translanguaging. My emic position as both researcher and practitioner is akin to participatory action research and ethnography; in some instances, autoethnography with my own interpretations, but also representing the views of my colleagues.

Findings indicate that translanguaging is a valuable strategy for making content accessible and supporting language development. Teachers reported that translanguaging lets students express their knowledge more fully. Translanguaging in assessment allows for a more comprehensive evaluation by acknowledging and utilizing the child’s broader linguistic repertoire, thus demonstrating its role in assessing readiness for a bilingual and bicultural learning environment.

Overall, this study highlights the dynamic role of translanguaging in a CLIL setting and offers insights into how multilingual strategies can enhance educational experiences in bilingual education programmes.

TEACHING GERMAN
Almut Meyer, Centre for Language and Communication Studies University of Turku
A plurilingual Approach in Teaching German as Foreign Language

The presentation will be given in three languages, with a continuous strand in English. This presentation forms a unit together with the presentation of Sabine Grasz (Multilingualism in German as a Foreign Language (DaF) Instruction and in the Training of Future German Teachers: An Example from Finland).

Foreign language teaching is constantly confronted with challenges that essentially relate to its overall importance and function not only in the social context, but also first and foremost in the language curriculum. Especially, in view of reduced resources, lesser learnt languages like e.g. German must position themselves in learning programmes that are mostly dominated by English and monolingual by nature. However, in the light of today’s linguistic and cultural diversity, the question arises, whether foreign language teaching meets today’s requirements of linguistic and cultural diversity: How can this plurality be utilized in the mediation of culture and thereby for a mutual understanding?

The presentation in general addresses the transition from monolingual learning to multilingual acquisition processes, that merge already existing language and knowledge resources. But particularly, it refers to content-related language teaching in higher education. The example of teaching legal German to Finnish students is used to introduce a plurilingual approach that arises from the Pluri◦Deutsch project conducted by German teachers at Finnish universities. This plurilingual approach has been developed within an interdisciplinary theoretical framework that mainly covers aspects of domain-specific communication and multilingualism, that are relevant from the teaching perspective. Therefore, on the one hand the knowledge orientation as a guiding didactical principle is outlined. On the other hand, from the field of receptive intercomprehension the method of the Seven Sieves (EuroComGerm) is focussed.

In the first part of the presentation the theoretical frame will be set and central theoretical reference points for the didactic implementation highlighted. In the second part examples of plurilingual teaching material is demonstrated. Even though this concept is developed in a university context, it can also be transferred to school teaching and thus provide incentives for plurilingual projects.

Sources:
Hufeisen, Britta/Marx, Nicole (Hg.) (2014): EuroComGerm – Die Sieben Siebe: Germanische Sprachen lesen lernen. 2., überarbeitete Auflage. Aachen: Shaker.
Meyer, Almut (2020): Rechtsdeutsch plurilingual: Mehrsprachige Lerneinheiten zur Rechtssprache im Anfängerbereich. In: Kursiša, Anta/Schlabach, Joachim (Hg.) (2020): Pluri◦Deutsch – plurilinguale Kurse mit Deutsch.  Handreichungen für die Kursentwicklung in der Germanistik und an Sprachenzentren. Helsinki: Universität Helsinki. DOI: org/10.31885/9789515150097
Meyer, Almut (2024): Deutsch als Fach- und Fremdsprache in den Rechtswissenschaften. Jan Engberg, Almut Meyer. In: Michael Szurawitzki; Patrick Wolf-Farré (Hg.): Handbuch Deutsch als Fach- und Fremdsprache. Berlin: De Gruyter, 719–733.

CULTURE • TEACHING SWEDISH
Oona Mertoniemi, Svenska Nu
The Svenska Nu Network: Promoting the Swedish Language Through Innovative Cultural Experiences

The Svenska nu (Swedish Now) network was established in 2007 to inspire and encourage Finnish-speaking youth to study Swedish, a mandatory school subject for Finnish-speaking students in Finland. At the time, attitudes towards the Swedish language in schools were becoming increasingly negative. Svenska nu’s mission is to improve young people’s Swedish language skills and boost their confidence in using Swedish in real-life situations.

Svenska nu promotes positive attitudes towards the Swedish language and language learning by connecting Finnish-speaking youth with Swedish language and culture, both in Finland and Sweden.

The network explores innovative ways to combine language learning with other school subjects through engaging experiences, school visits, and educational material. Programs and workshops may focus on various subjects, such as theater, literature, music, gastronomy, visual arts, journalism, or sports. All activities aim to enhance self-esteem and the ability to express oneself in Swedish through interactive and enjoyable activities.

Svenska nu’s activities align with the objectives and content described in the national core curriculum, encouraging students to communicate in authentic language environments and sparking interest in the linguistic and cultural diversity of the world around them. These practices can also be applied to the learning of all languages.

Each year, Svenska nu reaches approximately 70 000 students in around 350 schools across Finland. Students and teachers who participate in Svenska nu’s activities are asked to evaluate their experiences afterward. Feedback from both groups has been consistently positive over the years, and annual surveys show that authentic and unexpected activities inspire youth to study Swedish, increase their motivation, and provide them with new perspectives on the importance of language skills.

TECHNOLOGY
Karola Velberg, Tallinn University and Estonian Association of Foreign Language Teachers
AI and Homework

With the increasing prevalence of AI writing tools among students, achieving good grades may soon require both hard work and the use of artificial intelligence. AI has shaken the education sector to its core, as more and more students are embracing AI solutions for completing their homework. As a result, it is clear that AI will profoundly impact the education system of future generations, and teachers will need to reorganize their work and become more strategic. This also means that teachers must know more about artificial intelligence than we currently do. So, how can we make AI work for us? How can it be useful for both teachers and students? How can we create homework assignments that AI cannot complete? Or, how can AI be used as part of a homework assignment?

CLASSROOM • TEACHING SPANISH
Adriana Sturesson, Swedish National Association of Language Teachers
El Torneo de Música: Fostering Language Learning and Cultural Understanding Through Music

This presentation explores the innovative pedagogical project ‘El Torneo de Música’ (TM), a music tournament that has been successfully implemented by Spanish language teachers in Sweden for the past five years. TM aligns seamlessly with the conference theme ‘Languages Mediating Culture and Mutual Understanding’ by leveraging the universal appeal of music to enhance language learning and cultural literacy.

TM originated from a licentiate research project investigating the impact of participatory language projects on student motivation. The tournament evolved from an initial IDOL project in 2012 to its current form, inspired by the Spanish Music Madness initiative. TM has grown from a local school event to a nationwide phenomenon, engaging nearly 100 teachers and thousands of students across Sweden by 2024.

The project’s structure involves a three-month-long competition featuring 16 contemporary Spanish-language songs. Students vote weekly on song ‘duels,’ culminating in the selection of a musical champion. This format not only exposes learners to authentic language use but also provides a window into the diverse cultures of Spanish-speaking countries.

TM’s pedagogical approach encompasses:

1. Collaborative material development by participating teachers
2. Focus on receptive, productive, and interactive language skills
3. Integration of intercultural competence
4. Utilization of digital tools for engagement and accessibility

The presentation will discuss the project’s evolution, methodological considerations, and its impact on student motivation and language proficiency. We will explore how TM exemplifies the use of music as a powerful mediator of culture and language learning, fostering mutual understanding among diverse communities. Furthermore, we will address how TM aligns with the Swedish Education Act’s emphasis on evidence-based practice and proven experience in education. The project’s success has inspired similar initiatives in other languages, demonstrating its potential for broader application in language education across Scandinavia and Europe. This presentation aims to contribute to the discourse on innovative language teaching methodologies and the role of cultural elements in fostering linguistic competence and intercultural understanding.

NORDIC-BALTIC COUNTRIES • FINLAND
Lena Segler-Heikkilä, Diaconia University of Applied Sciences, Finland
Phenomena Regarding Languages and Communication, Identity and Basic Psychological Needs of Hybrid Space Individuals in Finland

In Finland, there are many people that have strong connections to foreign places and the associated concepts of life, values, beliefs, and principles. This connection exists through one or both parents and/or through a period of life abroad. The unique set of meanings experienced by an individual that includes elements from at least two concepts, can be referred to as a hybrid space. The purpose of the study was to explore the phenomena experienced by individuals living in a hybrid space compared to others and to identify the solutions they find to live in balance and well-being. The stress lied on language, communication, identity and basic psychological needs. Additionally, the aim was to examine how the topics considered important are interconnected and what internal and external factors influence them. For this purpose, 11 persons that live in Finland were interviewed. The interviews highlighted identity issues, languages, communication-related phenomena, social relationships, and belonging. Personal history and age, personality, motivation, attitude, and level of activity, as well as external factors such as the behaviour of other people at the individual and group levels, work, study, hobbies, and physical location, influence how questions, challenges, and phenomena are perceived and addressed. These factors are interconnected and constantly changing. The study also found that individuals who have lived in a hybrid space their entire life emphasized different themes than those who transitioned to a hybrid space in adulthood. Based on the research findings, a model was developed that illustrates the different elements of the hybrid space and their relationship.

TEACHING GERMAN
Fredrik Mathiassen Bovim, Gymnasium St. Hallvard, Drammen & Anja Pietzuch, Pädagogische Hochschule Østfold, Halden, Norway
Filme über Geschichte im Unterricht Deutsch als Fremdsprache – informativ, konfliktträchtig oder nur unterhaltsam? – Erste Meilensteine aus einem Nordplus-Projekt

Junge Deutschlernende leben heute mit einer ständigen Bilderflut – TikTok-Videos, Influencer und digitale Lehrmaterialien konkurrieren um ihre Aufmerksamkeit. Gleichzeitig zeigen internationale Studien (ICCS 2022), dass, während Demokratien weltweit durch populistische Strömungen herausgefordert werden, das Wissen der Jugendlichen über Demokratie, ihre Wirkmechanismen und Grundprinzipien sinkt. Fake news sind ein Teil unseres Medienalltags geworden, seriöse Berichterstattung und Propaganda manchmal schwer zu trennen. Hier und da treffen Lehrende auf Verschwörungstheorien, denen zu begegnen eine komplexe Aufgabe sein kann.

Ist es in dieser Situation noch zielführend, klassische Filme im Deutschunterricht einzusetzen, um kulturelle Themen wie die Geschichte der deutschsprachigen Länder zu behandeln und die Schüler für die Ereignisse der Vergangenheit zu sensibilisieren? Sind Filme noch ein zeitgemäßes Medium? Haben sie einen Mehrwert? Und kann die Beschäftigung mit Geschichte uns beim Umgang mit aktuellen, politischen Konflikten helfen? Wir glauben, dass all das möglich und sinnvoll ist. In unserem Vortrag möchten wir das Projekt „Schüler zu ’moralischen Agenten des Wandels’ machen: Innovative Ansätze für die Arbeit mit Geschichte durch Film im Deutschunterricht – eine Zusammenarbeit zwischen Norwegen, Dänemark und Estland“ vorstellen. Es setzt sich zum Ziel, Deutschlehrende und -lernende für die filmische Verarbeitung historischer Themen zu sensibilisieren. Im Projekt werden wir Didaktisierungen für Spiel- und Dokumentarfilme entwickeln, diese im Unterricht ausprobieren und nicht zuletzt Schüler:innen in allen drei Ländern an das Erstellen eigener Kurzfilme zu Geschichte und Politik heranführen. Wir möchten außerdem Module für die Lehrerausbildung konzipieren, um kulturreflexives Lernen (Schweiger 2022) anzuregen und Lehramtsstudierende auf den Umgang mit „Hot moments“ im Unterricht (Moldrheim 2024) vorzubereiten.

In unserem Vortrag stellen wir die Ergebnisse einer Umfrage zur Unterrichtpraxis in Estland, Dänemark und Norwegen vor und präsentieren erste Zwischenergebnisse unserer Projektarbeit.

IEA (2023). Education for Citizenship in Times of Global Challenge, IEA International Civic and Citizenship Education Study 2022, International Report (Revised edition) – ICCS-Report 2022 – https://www.iea.nl/publications/iccs-2022-international-report
Moldrheim, Solveig (2024). Hitlerhilsen i klasserommet – en analyse av et «hot moment» fra skolehverdagen. In: Kalsås, V.F. & Lenz, C. (Hrsg.). Å undervise om Holocaust – utfordringer og innganger. Oslo: Universitetsforlaget, S. 85–102.
Schweiger, Hannes (2022) Kulturreflexives Lernen kompetent gestalten. Impulse für die Aus- und Fortbildung. In: Dimova, D., Müller, J., Siebold, K., Teepker, F. & Thaller, F. (Hrsg.) DaF und DaZ im Zeichen von Tradition und Innovation. Materialien und Studien Deutsch als Fremd- und Zweitsprache, Band 108. Göttingen: Universitätsverlag, S. 387–408.

CULTURE
Kaisa Hahl, University of Helsinki & Toni Mäkipää, University of Eastern Finland
Teachers’ Perceptions of the Teaching of Culture in Language Education in Finland

Culture and interculturality are integral components of language education. In basic education, the learning goals include fostering intercultural competence and broadening the student’s worldview, while in upper secondary education, there is an additional emphasis on developing constructive interaction in the culturally diverse world. However, these objectives often receive less attention in teaching compared to text interpretation and production skills, which are also assessed more frequently.

We collected data from language teachers through an online survey (n=550) and focus group interviews (n=20) to explore teachers’ perceptions of culture in language teaching, and what cultural competence means in the teaching and learning of foreign languages. We analyzed the survey data using descriptive statistical analysis and the interview data through qualitative content analysis.

Although teachers emphasized the richness of cultures and languages, about half of the interviewed teachers found the topic challenging. Many felt that addressing culture in teaching largely depended on the teacher’s own interest. In particular, teachers of Swedish found it difficult to define what should be included in the teaching of culture. The interviews revealed a focus on linguistic differences, customs, holidays, current affairs and authentic learning materials, such as music. Many teachers stressed that the teaching of culture was more about fostering attitudes and teaching tolerance rather than focusing on learning specific customs. Despite efforts to avoid stereotypes, some teachers expressed their own stereotypical or simplified views during the interviews.

Regarding the survey responses, language teachers often guided their students to pay attention to culturally appropriate language use, but they less frequently explored local cultural diversity with students or utilized international collaboration. To ensure that the teaching of culture and interculturality does not depend solely on individual teacher interest, it is important that teachers receive support for teaching these topics, both in terms of learning materials and continuing education.

TECHNOLOGY
Laura Pihkala-Posti, Tampere University
Language Learning and Language Use Through Transcultural Collaboration in Digital 3D Game Worlds

The Erasmus+ project EXCALIBUR (2022–2024) combines language and content integrated learning (CLIL-LOTE) with digital 3D game worlds. Students from Finland, Germany, Italy and Norway, among others, work in transcultural small groups and build more sustainable new (living) environments.

With a critical eye, we present about our experience in the project implementation. This includes organizational challenges, transcultural cooperation between student groups from different countries, communication behavior and oral language use by learners.

The organizational efforts to enable groups of learners from several countries to work together in sync should not be underestimated. Transcultural group cooperation also requires preparation and assistance to create good conditions for cooperation, also the country-specific differences in learning and school culture brought some surprises.

When it comes to the learning language use of the students, it is clear that the oral use of language (s), if they are not the lingua franca English or German as their first language, requires support and support from mentors or teachers. Tailored multilingual learning materials as well as training units for transcultural cooperation and independent critical search for information are clearly very necessary.

At the same time, working together in the game world, offers the opportunity to think about complex issues on the area of sustainability, together with students from other countries, and also to act, i.e. build, together in the protected space of the game. The use of the target language(s) is anchored in realistic-authentic communication situations.

CLASSROOM • TEACHING ESTONIAN
Mall Pesti, Tallinn University, Estonia
Speaking Through Writing

This paper is based on 20 years of experience in teaching online Estonian courses in Finland and Estonia. It is a textbook-based writing course for A1–C1 levels with limited face-to-face interaction between the teacher and the students. The course is offered in Skype and the chats take place in mini groups.

From the methodological point of view the paper will concentrate on the issue of developing oral communication skills through writing. I will argue two points. First, synchronous online chat is a very powerful tool to promote and support speaking skills. Second, that the simultaneous error correction by the teacher and students themselves during the chat plays a key role in the progress and developing of written as well as speaking skills. The presentation includes demonstration of techniques and tasks for practicing vocabulary and grammar in online chat. I will also present the results of a feedback survey conducted among the students at the end of the course.

NORDIC-BALTIC COUNTRIES • FINLAND
Leena Kolehmainen, University of Helsinki, Hanna Lantto & Hanna Turta, University of Turku, Finland
Finnish High School Graduates’ Views on Different Languages, Multilingualism, and the Learning of Foreign Languages

This paper reports on an ongoing Finnish research project (see https://sites.utu.fi/kiera/) analysing a globally unique corpus: We examine the essays of the compulsory matriculation examination in Finnish mother tongue in 2022, when all high school graduates (N = 27,141) were asked to reflect on their views on multilingualism, different languages, and their learning. This electronic, meta-linguistic corpus (22 million words) not only provides a cross-section of the language views and attitudes of an entire generation of high school graduates in Finland, but also sheds light on their experiences of learning different languages.

The essays, for which the project has received research permission from the Matriculation Examination Board, are analysed by using the methodology of corpus linguistic discourse analysis (e.g. Bubenhofer 2008, Lehto 2018), which allows for a combination of quantitative and qualitative approaches. In this paper, we will introduce the corpus in more detail and present some preliminary results on the views and discourses that the high school graduates associate with different languages and how they view their learning in Finland.

References
Bubenhofer, N. 2008: Diskurse berechnen? Wege zu einer korpuslinguistischen Diskursanalyse. In: I.H. Warnke & J. Spitzmüller (Hg.): Methoden der Diskurslinguistik. Sprachwissenschaftliche Zugänge zur transtextuellen Ebene. Berlin. 407–434.
Lehto, L.-M. 2018: Korpusavusteinen diskurssianalyysi japaninsuomalaisten kielipuheesta. Oulu: Universität Oulu. http://jultika.oulu.fi/Record/isbn978-952-62-1909-7.

TEACHING GERMAN
Mia Smith, Swedish National Association of Language Teachers
Wohin fahren wir? Motivationsprojekt mit Schwerpunkt auf sozialen Medien und Zukunftsträume

In einer Zeit, in der jede und jeder ein Handy in der Hand hat, stellt sich die Frage: Warum sollte man eigentlich Sprachen lernen? Ist Englisch nicht genug? Motivation ist für Fremdsprachenlehrer:innen und Lernende äußerst wichtig.

Mit diesem Projekt soll gezeigt werden, wie man die Motivation der Lernenden mit den Themenbereichen Social Media und Zukunftsträumen steigern kann. Alle Aktivitäten des Projekts basieren auf aktueller Forschung. Das Projekt wird in Spanisch, Französisch und Deutsch in den Klassen 7 bis 9 an einer Schule in Schweden durchgeführt, wird aber hier anhand von Aktivitäten für den Deutschunterricht dargestellt.