The implementation of the Finnish national plan for foreign language teaching

Abstract

The present study is based on a two-part research report dealing with foreign language education and its relevance in the Finnish educational system. This review focuses on the national plan for foreign language teaching and its implementation. In this study, macro- and micro-implementation processes are described, and factors influencing implementation of the national plan for foreign language teaching are examined. The national plan is socially relevant because it is based on the needs of society. Target groups, ie. students and parents, have the right, as guaranteed by the legislature, to make language choices. These choices are based on the personal relevance of language education. The macro-implementation of the national plan for language teaching proved to be successful. All the language programs, beginning from the national level down to the municipal level, are consistent with the national plan. The micro-implementation of the plan is successful only in part. The reasons for the difficulties in the implementation of the municipal language programs are sought by means of questionnaires administered to local educational authorities, comprehensive school and upper secondary school students, and their parents. The results indicate that students, parents and educational administration authorities do not consider the present language education in comprehensive schools and upper secondary schools as relevant. The motives to choose a language depend on student's plans, their previous experiences of languages and language studies, and on pressures and incentives on them. Parents choose a language starting in the third grade, primarily, on the basis of the child's own wishes. Relevant language education is defined by students, parents and educational administration authorities.