In the instruction of migrant and multilingual pupils, the particular goal is supporting the pupils' plurilingualism and the development of their identity and self-confidence. Capabilities for a balanced and active membership in society are thus imparted to the pupils. The pupils' backgrounds and initial situations, including their mother tongue and culture and the length of their stay in Finland, are taken into account in the instruction.

Immigrant pupils participate in most of the same education, teaching and training as the native learners. Preparatory education, Finnish/Swedish as a second language education, pupil’s own mother tongue education as well as support is provided to achieve the language of instruction and other necessary skills. 

In Finnish schools the goal is to create a school culture that promotes learning, participation, well-being and a sustainable way of living for all pupils. One key Language-awareness is the key for better learning outcomes for all pupils. A language aware school discusses attitudes towards languages and linguistic communities and understands the key importance of language for learning, interaction and cooperation and for the building of identities and socialisation. In a language-aware school, each adult is a linguistic model and each teacher also a teacher of the language typical of the subject he or she teaches.  

To support the language-awareness at schools, there is a digital tool availabe. The Roadmap for schools to support languge(s) of schooling enables schools to set up a tailor-made whole-school strategy to support the development of pupils’ competences in the language(s) of schooling.

 

The key objectives of preparatory education include integration into pre-primary or primary and lower secondary education and strengthening participation through having a sponsoring class or engaging in pupil activities. The aim of the instruction is to provide pupils with the necessary skills in the Finnish or Swedish language and any other necessary skills for making the transition to pre-primary education or primary and lower secondary education. Finnish/Swedish language teaching in preparatory education involves teaching of introductory and basic-level language skills, and it is best to draw up a learning plan for the pupils.   

A municipality can organise instruction preparing for primary and lower secondary education, so it is not mandatory. The education provider makes the decision on initiating and extending preparatory education where needed. Preparatory education can be provided in group form or in an inclusive way as part of basic education and can also be provided individually. Many education providers have effective models for organising inclusive preparatory education.  

 

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The aim of Finnish/Swedish as a second language education is to support the development of the pupil's plurilingualism and to awaken the pupil's interest in lifelong development of language proficiency and to provide the necessary tools. The teaching and learning of Finnish/Swedish as a second language and literature helps the pupil in building his or her linguistic and cultural identity in a culturally diverse and multimedial society. 

The task of this syllabus is to support the pupil’s growth into a full member of the language community with the linguistic capacity needed for further studies. The instruction supports the development of multiliteracy, which allows the pupil to seek information and understand, produce, evaluate, and analyse diverse spoken and written Finnish/Swedish texts in daily interaction, school work, and the society. The instruction supports the development of different elements of language proficiency and the language needed in different fields of knowledge. 

Pupils may be taught the Finnish or Swedish language based either in whole or in part on a specific syllabus for immigrants, meaning that they may be taught Finnish/Swedish as a second language (S2) and literature.  

In addition to S2 teaching, pupils have the opportunity to receive support in their own language for studying other subjects.  

Central government support for teaching of an S2 curriculum as well as other teaching support may be granted for a maximum period of six years from the start of participation in the education. Those in pre-primary education, as well as those who have been in school for a longer time, can participate in teaching funded by this discretionary government transfer, but the education provider cannot apply for this discretionary government transfer for their education. 

Discretionary government transfers can be granted for a maximum of three teaching hours per week for each calculated group of four pupils. If the total number of pupils is less than four, it is permitted to have a minimum group size of two pupils. 

 

Support material
Language proficiency scale, Finnish and Swedish as a second language and literature (support material)
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Each person living in Finland has the right to maintain and develop their own language and culture. The purpose of the education of the pupil's mother tongue is to support the development of active plurilingualism and to develop his or her interest in the lifelong development of language proficiency. Studies in the pupil’s mother tongue support integration into the Finnish society. Teaching and learning is based on the pupils’ active agency, which allows for the utilisation of the pupils’ language skills and other abilities. The cultural and linguistic diversity of the school is also utilised in all school activities.  

The pupils' opportunities for developing their language skills outside the school are utilised in teaching and learning. The pupils are encouraged to use their own language diversely in the lessons of different subjects and in other school activities. 

Teaching of the pupils’ own mother tongue can be offered if the teacher has at least four pupils. Funding can be granted for up to two hours a week for each calculated group of four pupils throughout the pupil's studies in primary and lower secondary education. 

 

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Preparatory education for programmes leading to an upper secondary qualification, TUVA is aimed at both learners under 18 and adults who have not completed upper secondary education. The student is expected to have sufficient basic language proficiency, but the personal study plan may emphasise studies related to developing their proficiency in the language of the studies especially at the beginning of the education. 

An individual study plan is drawn up together with each learner, based on their goals and competence needs. Study and career planning is a common education and training unit for all; in addition to that, the learner chooses at least two different units. These may include, for example, vocational education, working life skills, and workplace education and training. Students can also improve their primary and lower secondary education certificate grades if it is needed for them. 

The studies last up to a year, but it is possible to transfer to vocational or general upper secondary education as soon as learners have achieved the necessary skills and decided what they want to study. 

 

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