ИНОСТРАННЫЕ ЯЗЫКИ В ФИНЛЯНДИИ: КАК ВЫБРАТЬСЯ ИЗ ЛОВУШКИ?

Abstract

AbstractThis article examines the evolving landscape of foreign language education in Finland, focusing on the declining diversity of language learning amidst the dominance of English. Despite Finland’s reputation for high-quality education, the repertoire of foreign languages studied—particularly German, French, and Russian—has significantly diminished since the 1990s, raising concerns about linguistic diversity and national competitiveness. The study identifies four key factors driving this trend: (1) generational shifts in language preferences, with younger generations gravitating toward culturally driven language choices (e.g., Asian languages) over traditional European ones; (2) structural reforms in matriculation exams and university admissions, which prioritize STEM disciplines and dilute incentives for language study; (3) municipal and school-level financial constraints, leading to the closure of language programs deemed economically unviable; and (4) geopolitical dynamics, notably the politicization of Russian language learning following Russia’s invasion of Ukraine.The research employs Spolsky’s language policy model to analyze macro-, meso-, and micro-level dynamics, including national policy frameworks, municipal resource allocation, and familial influences on language choice. Case studies of schools in Eastern Finland and Turku reveal tensions between preserving linguistic heritage (e.g., Russian-language education) and municipal austerity measures. The findings underscore a systemic mismatch between Finland’s multilingual aspirations and decentralized implementation, exacerbated by inequitable access to language education across regions and socioeconomic groups.The article argues for urgent policy revisions to harmonize national language strategies with municipal practices, emphasizing teacher training, equitable funding, and awareness campaigns to revitalize interest in diverse language learning. By integrating interdisciplinary insights, the study contributes to broader debates on language policy in education, advocating for a balanced approach that aligns linguistic diversity with socio-economic and geopolitical realities.