D4 Published development or research report or study
Englanninkielinen varhaiskasvatus sekä esi- ja perusopetus : selvitys nykytilasta ja laajentamisen esteistä (2024)


Pöyhönen, S., Honko, M., Laitinen, E., Rajala, E., Riuttanen, S., & Vaarala, H. (2024). Englanninkielinen varhaiskasvatus sekä esi- ja perusopetus : selvitys nykytilasta ja laajentamisen esteistä. Jyväskylän yliopisto, soveltavan kielentutkimuksen keskus. https://urn.fi/URN:ISBN:978-952-86-0411-2


JYU authors or editors


Publication details

All authors or editorsPöyhönen, Sari; Honko, Mari; Laitinen, Essi; Rajala, Emilia; Riuttanen, Sanna; Vaarala, Heidi

eISBN978-952-86-0411-2

Publication year2024

Number of pages in the book1 verkkoaineisto (83 sivua)

PublisherJyväskylän yliopisto, soveltavan kielentutkimuksen keskus

Publication countryFinland

Publication languageFinnish

Persistent website addresshttps://urn.fi/URN:ISBN:978-952-86-0411-2

Publication open accessOpenly available

Publication channel open accessOpen Access channel

Additional informationSammanfattning


Abstract

The Centre for Applied Language Studies at the University of Jyväskylä completed a review commissioned by the Ministry of Education and Culture. This report arising from the review examines the current state of English-language (i.e. English-medium) early childhood education and care, pre-primary, and basic education in Finland, as well as potential obstacles to expanding them. It also addresses the continuity of the educational path from basic education to upper secondary and higher education, the status of national languages, teacher training, and aspects of integration for immigrant families where relevant. The review was carried out from February 1 to October 31, 2024. The review focuses on Finland’s six largest cities, known as the C6 cities (Espoo, Helsinki, Oulu, Tampere, Turku, and Vantaa), where labour-based immigration is concentrated. The main data consists of expert interviews with around 50 participants representing state and regional administrations, the sectors of municipal early childhood education and basic education, and school and daycare administrators. Perspectives from the business sector, such as recruitment and relocation services, are also included. In addition to the interviews, the review drew on statistical data and other available information, such as websites of municipalities and schools. The review was also informed by the views of teacher training specialists, previous reports and studies relating to language learning, education, and language and education policy in general. Our review found no obstacles to expanding English-language early childhood education and care, pre-primary or basic education that would directly necessitate legislative reform. The perceived and actual obstacles typically relate to operational cultures and practices, which require addressing through continuous strategic cooperation at the local, regional, and national policy levels. The recommendations are organized into four thematic areas. Consistency in Terminology and Operations: Terms should be used consistently. The role of the English language in early childhood education and care, pre-primary and basic education should be transparently and accessibly explained. Information must be readily available, up-to-date, and accessible in English as well. Teachers and other staff should receive sufficient pedagogical support and, where necessary, in-service education or training. Continuity of the Educational Path: Ensuring the continuity of the educational path requires proactive, comprehensive planning by municipalities and exploration of alternative operational models, especially when planning expansion. Multidisciplinary collaboration and consideration of the municipality’s labour market needs are essential in planning. Best Interests of Children and Youth: Organizing English-language early childhood education and care, pre-primary and basic education should systematically support multilingualism, respecting, using, and developing proficiency in both national languages and children’s first languages in addition to English. When advising and guiding families, the individual needs of each child and youth should be considered. The needs of families temporarily residing in Finland should be given special attention in planning and organization. Proactive oversight and guidance of basic education should be increased, and the regional administration’s responsibilities expanded if necessary. Pedagogical Quality: Efforts should be made to ensure enough qualified staff and to minimise staff turnover. Monitoring staff qualifications and actively seeking ways to balance regional differences and fluctuations over time are essential. Systematic content oversight and guidance for English-language private early childhood education and care service providers should be ensured. Consideration should be given to defining sufficient language proficiency for early childhood education and care teachers, and to evaluating the advantages and disadvantages of such a definition. Teachers should possess adequate (neither excessive nor insufficient) language skills and professional competence required for their role, with the primary objectives being quality pedagogy, effective interaction, and safety. Simplifying the recognition, alignment, and completion of qualifications obtained abroad should also be prioritized.


Keywordsearly childhood education and carepreschool educationprimary and lower secondary educationEnglish languagedevelopment (active)immigrationmultilingualismchild's best interestpedagogylanguage policyeducation policy


Contributing organizations


Ministry reportingYes

VIRTA submission year2024


Last updated on 2025-25-01 at 20:05