The language question concerns the entire work community

Support from the work community and colleagues in language learning plays a key role in learning Finnish/Swedish. For example, when colleagues use clear language and speak slowly enough, it is easier for the language learner to understand spoken language and learn new things.

Especially in the early stages, attention should be paid to the clarity of the spoken language and, in particular, to avoiding the use of dialect and slang. Professional slang and abbreviations are often used in daily work, in addition to other short forms characteristic of Finnish spoken language. At first, it might be wise to avoid these, or at least remember to explain what they mean. 

Feedback from colleagues on language skills and their development is important. Language learners may find it difficult to assess the development of their language proficiency themselves. Getting feedback on improving language proficiency is a strong incentive for many language learners to continue their efforts in language learning. 

Many language learners hope that their language is corrected at least from time to time.  It is good to ask the language learner if they hope that their language is corrected and in what situations.

The work community’s attitude towards developing language proficiency is significant for learning. An encouraging, permissive and natural work community creates a safe atmosphere for language learners to use language and ask for linguistic support.

Successful linguistic interactive situations also require patience and perseverance, especially in the early stages, from both the language learner and the work community. Searching for words and correct pronunciation may take time for the language learner. The impatience and rushing of others does not help, and may weaken the courage to speak. It is good to remember that learning a language, just like other demanding skills, takes time and several repetitions. 

In addition to spoken language, language learners usually need support in documenting, such as having someone check the text they have written.

It is important that the language learner feels that the threshold for requesting support is low and that they are encouraged to ask for help if necessary. For example, when they receive help in checking the text they have written, they are learning the language. It is good if support is also provided discreetly on one’s own initiative.

Model examples of documentation can be useful. Also agree on whether language learners can use language translation and proofreading applications in their work to complete their tasks. 

When organising work, such as work shift planning, the employees’ language skills must be taken into account as well as other factors that ensure good care and customer safety.

The employee’s language proficiency affects what tasks they can perform. With regard to the division of tasks, it is a good idea to agree in the work community on how the tasks are divided so that the language learner can carry out their tasks and receive support for linguistic challenges if necessary. For example, communicating with family members by telephone may be challenging in the early stages of language learning.

However, when planning the division of tasks, it is appropriate to ensure that the language proficiency of the language learner can improve when working. As language proficiency increases, language learners can manage an increasing number of tasks. The goal is to develop the language proficiency of the language learner to a level that enables handling all work tasks and the utilisation and further development of professional competence. 

The unit’s meetings provide information on important work-related matters as well as include planning and discussing the work and making decisions. At the beginning or at the end of meetings, informal news and updates are also often exchanged if there is time to do so. It is important to ensure that language proficiency does not become an obstacle to the employee’s understanding and participation in the discussion, and thus also to the experience of inclusion.

It is easier to follow the progress of a meeting when employees are given an agenda of the matters to be discussed and the goals of the meeting. This also allows the language learners to prepare a speech on a matter that they wish to raise. A list of important key concepts can be added to the meeting agenda.

During the meeting, it is a good idea to ensure that language learners understand the discussion, for example, by explaining important keywords and giving them the opportunity to ask questions about matters that remain unclear. The supervisor or meeting chairperson should clearly give space and show that questions and comments are allowed and desirable.

It is good to agree on the language used in the meetings in advance. With regard to the choice of language, it may also be agreed that languages can be used flexibly so that in addition to Finnish/Swedish, a bridge language or English can also be used. For example, it may be best to repeat important things in English when language learners are still in the early stages of the learning process. The threshold for language learners to ask questions and speak is lowered if they feel that it is acceptable to use English if needed or switch to English if they cannot find the words in Finnish.

It is also a good practice for the supervisor or one of the employees to go through the most important matters of the meeting with the language learners after the meeting, ensuring understanding. Clear memoranda of meetings also contribute to understanding the matters discussed at the meeting.

In addition to unit meetings, nursing work communities hold meetings as the shifts change so that the employees arriving to the shift can receive the information necessary for their work. These report meetings should also pay attention to language proficiency not being an obstacle to the language learners’ understanding and participation.

It is good to discuss language-related issues in work communities from time to time. In addition, the language question should be included in the development discussions of both the language learner and other members of the work community. It should be noted that language proficiency is often a sensitive topic, as it may be closely related to the employee’s experience of professional skills. For this reason, discussions on the subject should be conducted in a constructive and respectful manner, but without avoiding the subject.

The supervisor should assess and monitor the language proficiency of the language learner. This is important both from the perspective of the organisation of work tasks and in order to identify possible needs for support in language learning. In addition, the supervisor should monitor how members of the work community feel that language issues affect their work and well-being at work and how the work community supports language learning.

In the language learner’s development discussion, it is a good idea to ask them for their own assessment of the development of their language proficiency and how they manage with their different work tasks and interaction in the work community and how they would like to improve their language proficiency. It is also good to discuss how the employee receive language-related support from their work community and their wishes for support. For example, does the employee wish that their language is corrected in some situations and how?

In the development discussion, it is also important to set goals for the development of language proficiency and agree on measures to achieve the objectives. The achievement of the objectives should also be monitored. In the development discussion, it is also good to give positive feedback on language development when the language learner’s language proficiency has improved.

Language learners are not always able to observe the development of their language proficiency themselves, and positive feedback and encouragement support language learning motivation. There are tools for assessing the level of language proficiency, such as assessment forms, which may be useful in the discussion.

It is a good idea to discuss observations and views on the functioning of linguistic practices from the perspectives of the fluency of work and support for language learning with members of the work community.  During the development discussion, it may also be good to assess which employees find it natural or preferable to support the language learner in the language learning process. Identifying the employees motivated to do this helps in planning and agreeing on linguistic support. The development discussion is also a natural place for supervisors to motivate work community members to work in a language-aware manner.

Language workshops focus on the language needed at work. In this way, they complement language courses and are particularly useful when participants are already able to use the language independently but need support in the development of their professional language. Language workshops are suitable for organisations with more than one language learner.

Language workshops can be built in different ways, but it is important that they are based on the needs of the language learner. For example, language workshops can involve practising typical work-related interactive situations and solving linguistic problems related to them together. In addition, the workshops can discuss observations and challenges related to work and care culture.

It is essential that the participants learn linguistic expressions, phrases and vocabulary that can be directly utilised in their work.

The workshops also offer the participants peer support and a sense of community and support not only learning but also well-being at work. At the same time, language workshop leaders learn to understand what kinds of issues are challenging for language learners.

It is a good idea to organise language workshops regularly, for example every two weeks, and it must be possible to participate in them during working hours. A suitable duration for one language workshop is 1–1.5 hours. The workshop can be led by a supervisor, colleague, language coordinator, orientation coordinator or another suitable person. The leader should know Finnish/Swedish well.

• More information about language workshops (Kielibuusti)
• Komppa, J., Backlund, A., Lätti, K., Raappana, H. & Rannikko, E. (2024). 
  Kielikahvila työajalla, perehdytysyksikön kautta osaksi työyhteisöä vai talon oma kielenopettaja? Kolme ratkaisua kielenoppimisen tukemiseen työssä. 
  Kieli, koulutus ja yhteiskunta, 15(4)
  (in Finnish)

Organisations can also support language learners in language development by organising language courses. The courses can be organised either online or as in-person teaching. It is important to tailor the courses to the skill level and needs of the target group.

It is essential to be able to participate in the courses during working hours, and this should be taken into account in work shift planning as far as possible. 

Both Sweden and Norway have used a language coordinator model for a long time (Sweden: språkombud, Norway: språkmentor), in which a member or several members of the work community are trained as a language coordinator.

The task of the language coordinator/language mentor is to support the integration of language learners into the work community and the language learning process as well as to support the entire work community in the success of interaction and the development and introduction of language-aware operating methods.

The language coordinator usually acts in this role alongside their other work. In general, they must have good knowledge of the organisation’s working language, but it does not need to be their first language. In Finland, the training of language coordinators is relatively new, but training has already started to be offered.

• More information about language mentor (Kielibuusti)

Organisations and units sometimes produce glossaries and translations needed in the work. These can be useful and support language learning.

From the perspective of the use of resources, it is sensible to coordinate such investments at the organisational level so that no overlapping work is carried out in different units. Organisations should also utilise and share information on existing healthcare sector materials with language learners.                    

Existing materials 

• Materials and tips for learning Finnish in the care sector (Kielibuusti)
• A plain language virtual learning environment produced in the ELMA project – Opi hoitoalan suomea -
  oppimisympäristö (in Finnish)
  • Two modules are suitable for Finnish A2–B1 level learners and one module for B1–B2 language learners. (only available in Finnish)
• Maija Eerola, Tytti Lindeberg, Evelina Liski, Petra Salmensuu:
  Selkokielinen oppimisympäristö apuna hoitoalan suomen kielen oppimisessa (LAB University of Applied Sciences) 
  [Simplified-language learning environment in learning Finnish for nursing]
  (in Finnish)