Join Kayleigh Karinen and Marika Hall, as they chat about Marika's past research on language choices in Finnish schools and what she's up to now with the LAIF project. They’re unpacking everything from classroom language policies to how language impacts our political choices and cultural identity. So, let’s jump into this interview and see why language and language choices may matter more than we might think!
Kayleigh: Marika, what kind of research during your PhD? Also, what type of research methods did you use in your work?
Marika: Well, in my dissertation, I explored how language education policy plays out in practice in Finland, particularly when it comes to language enrollment in schools. To dig deeper into this, I conducted a case study in a Finnish school, using interviews, surveys, and observations. I approached the data through Critical Discourse Analysis and Nexus Analysis to understand how local discourses and ideologies around language learning shape the actions and decisions of students and teachers. Part of this was also examining various policies related to education, as well as curricula.
Kayleigh: What are some key findings that you can share with us? Marika: Despite the teachers’ best efforts, such as creative teaching methods and modified course expectations, and students’ awareness of the importance of language learning, enrollment in optional foreign language courses remains limited. This means that the majority of students are only studying the two official languages, Swedish and Finnish, and English. This, I might add, is despite the fact that there were indeed multiple foreign language options available at the school, which is not the case everywhere.
Kayleigh: Oh, I am interested to hear more about what languages are available and chosen in school outside of the three you mention but let’s save those questions for another time! Now, however, I would like to ask, what is it you do in the LAIF project?
Marika: My main role in the LAIF project is to investigate the relationship of power and status of languages and language users relative to each other, with an aim to identify emergent themes of social equity, inclusion, purism, exclusion and perceptions of language threat. Broadly, I am interested in examining language ideologies through a qualitative (e.g. Critical Discourse Studies) lens. This scientific approach systematically explores how language constructs social realities and power relations, offering insights that quantitative methods may overlook. The qualitative focus reveals the "why" behind the phenomena, complementing quantitative data that reveals the "what". The qualitative method brings a human touch to data and research, emphasizing the importance of context and nuanced human experiences in shaping societal dynamics.
Kayleigh: Can you tell us, why exactly is this project important? I mean to ask, why should people care?
Marika: People hold different kinds of beliefs about languages and language use, and this has implications for everyday experiences of individuals, as well as politics and policies (and vice versa, of course). Studying language ideologies and attitudes can thus reveal underlying social structures and power dynamics, for example, and enable us to better understand why things might be the way they are. In Finland, an example of how language ideologies and attitudes influence everyday politics and policies can be seen in the context of school language teaching, particularly the opinions about language teaching. Finland is officially bilingual, with Finnish and Swedish as official languages, which are taught mandatorily in schools. As attitudes towards this policy vary significantly among the population, it is one of the questions chosen when helping candidates choose who they vote for in the upcoming municipality elections.
Kayleigh: When exactly does the teaching of Swedish start for students in Finland? Marika: In most cases it depends on whether Swedish is an A1, A2, or B1 language for the student, but usually no later than the sixth grade (B1), though many municipalities and schools opt to introduce it earlier. This approach has divided opinions among the population. Some Finns argue that mandatory Swedish learning is unnecessary and advocate for making it optional, feeling it's unfairly imposed. On the other hand, proponents of bilingualism support earlier and broader language education, claiming that familiarity with both national languages from a young age enhances linguistic skills and cultural understanding, which are vital for national unity and Finland's participation in wider Nordic discussions. I would also say that it’s important to keep in mind that the B1 language is either Swedish or Finnish – so for me growing up it was Swedish, but my cousins studied Finnish.
Kayleigh: So, why do you think this question is included in the voting advice applications that help voters choose a candidate?
Marika: Well, first of all, in the context of our research, issues like these highlight how different language ideologies shape individual attitudes as well as drive broader political discussions and policies on language education in Finland. The strong opinions this topic evokes is telling of its inclusion in surveys designed to help voters choose a candidate. In summary, this question measures public sentiment regarding early Swedish language education, reflecting its significance in shaping electoral decisions. Here, it is not only the inclusion of this question that may be of interest, but also the absence of a question pertaining to Finnish, for example. This reminds us that language is deeply tied to politics and identity, influencing both policy and personal beliefs. Kayleigh: It's fascinating just how deeply language and language choices are present in our political decisions and cultural identity. What is the objective of the LAIF project in this regard? Marika: Absolutely. The LAIF project focuses on the situation specifically within Finland, building upon an existing body of literature about language attitudes and ideologies. Our objective is to both contribute to the academic discourse and engage the general public in these discussions, raising awareness about the impact of language on societal issues. We will consistently share our findings through social media, with blogs on our website, and by working to be present in public discussion on language. So, stay tuned and check back here for more insights into how language shapes life in Finland. Marika Hall is a Post-doc Researcher in the Language Awareness and Ideologies in Finland project. She earned her PhD in Applied Linguistics from the Pennsylvania State University and currently resides in central Pennsylvania. In her free time, Marika loves spending time with her labradoodles, Olive and Roger, and is also teaching herself to play the bass guitar, a new hobby she's thoroughly enjoying. Check out the most recent clip of Marika discussing language policy in Finland
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