How to support the teaching of multicultural groups in Finland
Koivisto, Karin (2014)
Koivisto, Karin
Tampereen ammattikorkeakoulu
2014
All rights reserved
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-201403303676
https://urn.fi/URN:NBN:fi:amk-201403303676
Tiivistelmä
Finnish vocational and polytechnic institutes have seen a rapid increase in foreign students during the past few years. International students studying in Finland have either an immigrant background or are participating in exchange programmes, both for short- or long term purposes.
Additionally, more and more degree courses are also offered in English, which attract and draw foreign students from all over the world, especially from Africa, China and middle Europe. In vocational, as well as polytechnic institutes foreign students with various background knowledge and skills are admitted, which often poses a problem for teachers to create a study environment which will further all students and create a learning environment in which all students will feel welcome and respected, as well as to establish and be able to enhance a common direction to learning.
To teach such groups requires special skills and a positive, as well as flexible attitude from and by the teacher. This work should point out good practices of how to operate successfully in a multicultural environment and how to support and enhance the integration of students into the learning community. It should further aid teachers to develop multicultural pedagogy and intercultural competence in order to encourage, mentor and guide multicultural students, as well as to advice and counsel students on personal, educational, and on matters of internship and employment offerings.
Not only teachers, but also the students themselves should be made aware of cultural differences and to develop an intercultural sensitivity to enable them to different ways of interpretations and implementations for problem solving. Learning opportunities should promote self-discovery and reflection of one’s own heritage, so collaboration among students will be made easier and foreign students will find it easier to integrate. Teaching should not only be responsive to students from diverse racial, ethnic, cultural and language groups but also develop student’s skills to interact positively with people from diverse groups. The aim is to transform these skills into effective classroom practice, so diverse cultural groups will experience equality and academic success.
Additionally, more and more degree courses are also offered in English, which attract and draw foreign students from all over the world, especially from Africa, China and middle Europe. In vocational, as well as polytechnic institutes foreign students with various background knowledge and skills are admitted, which often poses a problem for teachers to create a study environment which will further all students and create a learning environment in which all students will feel welcome and respected, as well as to establish and be able to enhance a common direction to learning.
To teach such groups requires special skills and a positive, as well as flexible attitude from and by the teacher. This work should point out good practices of how to operate successfully in a multicultural environment and how to support and enhance the integration of students into the learning community. It should further aid teachers to develop multicultural pedagogy and intercultural competence in order to encourage, mentor and guide multicultural students, as well as to advice and counsel students on personal, educational, and on matters of internship and employment offerings.
Not only teachers, but also the students themselves should be made aware of cultural differences and to develop an intercultural sensitivity to enable them to different ways of interpretations and implementations for problem solving. Learning opportunities should promote self-discovery and reflection of one’s own heritage, so collaboration among students will be made easier and foreign students will find it easier to integrate. Teaching should not only be responsive to students from diverse racial, ethnic, cultural and language groups but also develop student’s skills to interact positively with people from diverse groups. The aim is to transform these skills into effective classroom practice, so diverse cultural groups will experience equality and academic success.