Languages Are an Asset

Objectives

• To notice, recognise, and appreciate your own and the group's linguistic diversity.  
• To examine and consider language and its significance to thinking, emotions and interaction.  
• To observe language use, features of a language and the vocabulary. 

Instructions

1. In this exercise, it is particularly important to realise that no pupil or teacher is a representative or an expert of the languages they know, including their home languages. Therefore, it is vital to ensure that no one is subjected to uncomfortable special attention or singled out from their group because of their specific characteristics or background.  

2. Watch the video "Lumoava lukutaito -oppimateriaali: Kielet ovat rikkaus", in which you will hear a discussion in different languages and accompanied by an audio description.

3. After the video, discuss the following together: 

• Did you recognise all the languages in the video? Do you know any of these languages? 
• Did you recognise any of the words in different languages? (E.g. thanks, sorry.)
• What languages of the world can you name?  
• What languages can your group speak?  
• What languages would you like to know? 
• Why are programmes audio described?
• Do you know any signs or a sign language?  
• What about programming languages used to program computers?  
• Can you read sheet music?
• Has someone in your group ever developed a secret language and writing system? 
• What do you think of the phrase ‘music is an unspoken language’? 
• What do you think ‘the language of the heart’ means?

4. Create a dictionary for your group. List expressions that you use at school or home daily in languages that you know or that you have chosen. You can add phrases to your list by using other dictionaries or the internet, for example in languages that you would like to learn in the future.  

You can create your group's dictionary electronically as a slideshow, as a poster or on the board.  

Appreciate the languages in your group, leave your dictionary on display and keep the various languages with you in everyday activities. 

While listing the words, assess what languages your group can speak and value them all. Language skills are important for expressing yourself in the way that you want to.  

This exercise is also suitable for studying a home language or in S2 classes, where you can create a dictionary in your home language and find Finnish-language equivalents for the words. 

5. Once you have completed your group's dictionary, discuss how knowing and valuing different languages is connected to children's rights. You can base your discussion on the following rights of the child, for example: 

• A child has a right to express their opinion, provided that it does not violate the rights of others (Article 13). 
• A child has a right to receive information (Article 13). 
• A child has a right to receive information via television, radio, newspapers and magazines, to name a few. The state is obligated to encourage the media to produce material that supports the wellbeing and development of children. Children must be protected from material that is detrimental to their wellbeing (Article 17). 
• A child has a right to attend comprehensive school for free (Article 28).  
• Education must promote respect towards human rights, a child's parents, an individual's own culture and that of others (Article 29). 
• A child belonging to a minority group or an indigenous people has a right to their own culture, religion and language (Article 30).