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1.The practice
2. Hints for an evaluation
2.1 Strenghts
2.1.1 The organisation’s perspective
The project finds its strengths in the effort made for the Finnish language learning tuition; connection with Finnish language tuition inside other subjects. Also the Project gives possibilities for students to complete their knowledge in different subjects and to take upper secondary courses already during the 10th form (during the evening). Teachers in upper secondary school for adults are experienced and very capable in teaching immigrant students.
2.1.2 Interculture map perspective
The project has developed a very efficient system capable to develop language competences in Finnish for immigrant students. In the additional form ethnic minorities students can overcome the main obstacle to school success. The Project considers the language difficulties as the principal problem that does not allow to young students to continue their studies in upper secondary school. Therefore the intervention is mainly based on the language learning, though it uses a variety of methods that implies not only the traditional teaching: Finnish as a second language is learnt also throughout experience-based approaches. This is a very useful approach because it allows students to understand some elements of ordinary life, of the community and of the territory where they live.
In particular the strongest aspect of the 10th form is related to the integrated approach that underlies language teaching: on the basis of this approach, Finnish can be taught also while coping whit specific subjects, and, at the same time, other contents can be learnt while studying Finnish. This non-traditional method has increased the students’ motivation. Therefore we can say that in this project, the language acquisition is embedded and integrated and this is the main cause of success, demonstrated by high rate of enrolment in further secondary education.
This kind of methods can be implemented if mother tongue or expert second language teachers are involved. The success of the Project is based on the high expertise and profile of teachers, and also on the necessary amount of resources that makes possible to offer intensive and continuous programmes for non Finnish speakers.
2.2 Critical Points
2.2.1 The organisation’s perspective
One of the teacher interviewed (Ilona Kuukka), affirms that the continuity of the class is the main concern at the moment. The contacts between the immigrant students and Finnish students remain minor during the school year. There are no opportunities to take advantage of peer assistance of native speakers.
Ilona Kuukka, the teacher interviewed for the completion of the case study, states:
“The Method of teaching Finnish language in the content of other subjects has been successful as well as the personal counseling during the year. In Itäkeskus School the students had identified themselves with upper secondary students although they still are at 10th. Because all the students are immigrants it has been easy to identify them with other immigrant students. That’s why the School have planned more common courses for 10th grade students and Finnish students who study in Itäkeskus”.
2.2.2 Interculture map perspective
The Project shows the typical problems of Projects targeting specific needs only. During the time spent in the 10th form class, the ethnic minority student has few chances to interact with Finnish students of normal classes. It is certainly important to give students the instruments for communication and understanding, but the Project should find out solutions aimed at creating relations and links with native students. Possibly the 10th form should not been conceived as an interruption of normal school life: the continuity should be kept, in order to underline common elements and not to strengthen differences.
At the same time, as described by the teacher interviewed, the continuity of the Project is at risk, because of yearly-based funds that does not allow a long term view and wide perspectives.
2.3 Conclusion: what is “exportable” in the project
2.3.1 The organisation’s perspective
The Project contents can be exported with no particular problems in other schools. The Itäkeskus school has decided to increase the number of 10th form common courses for Finnish and non-Finnish students. This is a successful element that must be taken into account in case of exportation, because otherwise the identification of 10th form with migrant students would produce prejudice and stigmatisation.
2.3.2 Interculture map perspective
Themes: Finnish language tuition and (one year) additional education for students who have to enter the secondary higher education or vocational training
Methodology: integrated language tuition can be exported with success if the courses are carried out by competent teachers who matured a high level of understanding of problems and needs of immigrant students and a excellent skills in of second language teaching techniques. This Project could be exported in other contexts by bringing a relevant innovation in teaching techniques concerning second language, that could be learnt from other teachers and experimented in schools.
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