ofenglish language education

Japan Society of English Language Education

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JapanSociety ofEnglish Language Education

An Analysis ofEnglish Textbooks Used at Primary andSecondary Schools in Finland: In Search ofFeatures Conducive

to the Success ofher English Language Education at School

Harumi ITONdruto Cinivensity ofEducation

Abstract

Finland has long been attracting attention of researchers and educationalists worldwide dueto her constant top-level achievement in the PISA. It is not so well known, however, that Finland

has also been ranked among the top-level countries in the TOEFL perfbrrnance, implying that her

English laiiguage education at school is highly successfu1. This paper, based upon a previousresearch which acknowledged English textbooks as a significant factor contributing to the success

of English language education at school in Finland, has analysed English textbooks used at

primary and secondary schools in Finland in search of possible reasons fbr the success of herEnglish language education at scheol. Four distinctive features have been extracted through the

analysis ofEnglish textbooks, being endorsed by the author's own observations ofEnglish lessonsat primary and secondary schools in Finland. Refening to these distinctive features oftextbooks,

implications fbr English language education in Japan are presented as a way ofconclusion.

1. Introduction

1.1 Reason for Focusing on English Language Education in Finland

It is well known that Finland has constantly been ranked among the top-level countries in

the PISA (Prograrnme for lntemational Student Assessment) conducted by the OECD

(Organisation fbr Economic Co-operation and Development) fbr the past decade. Table 1 in the

next page, for example, indicates the results of the PISA from 2000 to 2009 fbr Finland, South

Korea and Japan, three countries often mentioned by the mass media in Japan in terms of the

PISA results. Accordingly, a great number of researchers and educationalists from al1 over the

world, including those ffom Japan, have kept visiting Finland to find out reasons for their

excellence in the PISA. The attention of those researchers and educationalists has naturally

centred around mother tongue education, mathematics education and science education, i.e., those

areas that have constantly been targeted by the PISA.

It is not so well known, however, that Finland has also been producing highly skillfu1

English learners. For example, Finland has constantly been ranked arnong the top ten countries inthe TOEFL, which has come to be regarded as an international index fbr English proficiency of

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JapanSociety ofEnglishLanguageEducation

Table1: ResuttsRankin s othe PrsAor Finland, South Korea and.la an

Year Fields Finlands.KoreaJa anPartlcl ants

2ooOMathematical lheracy

Scientific MeracyReadin Merac

431 216 12832

2003Mathematical1iteracyScientific theracyReadin Merac

211 342 621441

2006Mathematical1iteracyScicntific MeracyReadin literac

212 411] 1061557

2oo9Mathematical1iteracyScientific 1iteracy

Readin lherac

623 462 95865

people whose native language is notcountries in the 201O TOEFL (iBT).English,Table

2belowshowsthescoresof the top-level

Table 2: 7bi2 Countries in the 20iO TOEI LaB7)(30x4 == 120oints; E7S, 20j1?

RankCOUirtry ReadingListeningSpeakingWriting Tota1

1233s67777u11NctherlandsDenmarkSingapore

AustrlaBelgium(JnitedKingdom

Fin]andGermanySloveniaSwitzerland

LuxembourgPortu al

2423Z4us24232323232423242626252525242S242S2524242526242524252325242424232424262424242424232324231ooeq989897%9S9S9595eq94

Averae(163 areas) 20,1 19.5 20,O 20.7 80

In interpreting the results shown by Table 2, it is important to note that Finland may sti11 be

regarded as an EFL country, just like Japan, according to Kachn (2005)'s three-way grouping of

the countries in the world in terrns of the status ofEnglish in society. It is also worth noting that

the mother tongue of Finnish examinees (i.e., Finnish) belongs to a language family which is quite

different from the language farnily where the mother tongues ef the other top countries (e.g., Netherlands, Denmark, Austria etc.) belong. That is to say, the excellence ofFimish examinees

eannot be explained solely by the language distance (Elder & Davies, 1998). It should be

explained mainly by the results of school English language education and other related societa1

factors, such as the status of English in the Finnish society. In any case, the success of English

language education, partly endorsed by the results of the TOEFL, is a significant reason why the

present research has fbcused on Finland.

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1.2 Bacnground of the Present Research

One previous research (Ito, 2011b) investigated factors coniributing to the success of

English language education in Finland, and divided those factors into three groups; (1) learner and

teacher factors, (2) cuniculum and methodology factors, and (3) socio-cultural fhctors. As fbr thecurriculum and methodology factors, the following five sub-factors are presented as possiblecontributors to the success ofEnglish language education at school in Finland:

(1) Starting English language education at Grade 3 at primary school

(2) Offering English lessons in small classes

(3) Using English textbooks emiched both quantitatively and qualitatively

(4) Putting much emphasis on daily homework

(5) Administering periodical tests and examinations to evaluate learners' performance

As a result of the questionnaire study, although it was preliminary in nature, Factor (3) [LCsiugEizglish textbooks enriched both guantitatively and gualitatively] turned out to be a sigriificant

factor contributing to the success of English language education at school. This result motivated

the present author to analyse English textbooks used at primary and secondasy schools in Finland

and find out reasons for the success of her English language education at school. [[1iis paper

reports the results ofthe analysis.

2. Foreign Language Education System

2. 1 Framework of Foreign Language Education at School

Befbre we analyse English textbooks used at primary and secondary schools in Finland, let

us outline the system of fbreigri language education in Finland as a whole so that the results of the

analysis can be put into a meaningfu1 context. Figure 1 in the next page shows the framework of

foreign language education in Finland, limiting our scope to her comprehensive school, which

corresponds to primary and lower secondary schools in Japan, and upper secondary school (FNBE,2004b, p233).

Foreign languages to be taught are divided into A languages and B languages, dependingupon the expected outcornes, with the former leading to more advanced outcomes than the 1atter.

A languages are fimher subdivided into Al languages and A2 languages. Pupils start learning an

Al language at Grade 3 as a compulsory subject (coloured part in the figure below) and coritinue

to learn it until they graduate from upper secondary school. An A1 language is taught fbr 8 weekly

hours from Grade 3 to Grade 6, which means that pupils have two lessons a week in each grade.Each lesson lasts 45 minutes. An Al language can be introduced in Grade 1 if it is so desired. An

A2 language is introduced in Grade 5 as an elective subject. At preseng more and more schools

are introducing it at Grade 4 so that pupils in Grades 4-6 can have two lessons of ari A2 language

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Comprehensiveschool12 45 789

Upper secondary schoot

Al p t 6courses 2coursesA2

Blp

t':i

}gi::r. :::"

'"

.:,

5 courses2 courses

B2

B3

- g cQurses

u r 8 coursesFigure 1 : Framework ofForeign Language Education in Finland

each week. At Grade 7 pupils start leaming a Bl language as another compulsory subject (thesecond coloured part in the figure above), and continue to learn it at upper secondary school.

Pupils can also start learning a B2 language as an elective. At upper secondary school pupils caneven learn a B3 language as an elective.

Pupils in Finland are required to learn at least one Al language and one Bl language, andone ofthese is to be one ofFinland's two national languages, either Swedish (fbr Finnish-speakingpupils) or Fimish (fbr Swedish-speaking pupils). English is the most popular Al language amongFimish pupils. According to a survey by the Finnish National Board ofEducation, English waslearned by 83.2 percent of the pupils enrolled in Al languages in the 2000-2001 academic year,fbllowed by Gerrnan (7.49,6), French (5.1 9"6), Swedish (2. 19t6), and Russian (1 ,09,6),(i) Thus foreign language education at Finland's schools is so diversified that motivated pupilscan learn five languages in addition to their mother tongue by the time they graduate from uppersecondary school. This is to meet increasing social needs fbr plurilingualism (Council ofEurope,

2001, pp.4-5), whose significance is rapidly growing in today's Europe in response to the advanceofglobalisation.

2.2 Diversity ofEnglish Language Education

The diversity of fbreign language education is canied over into English language educationat school. Focusing on English progmmes at primary school alone, the fo11owing six different

types ofEnglish language education (ELE) are offered fbr Finnish children.

(1) ELE as English Shower (G1 & G2)

(2) ELE as an A1 Language (starting at G3)

(3) ELE as afi A2 Language (starting at G5)

(4) ELE as Content and Language Integrated Learning (some subjects taught in English)(5) ELE in English Classes (most subjects taught in English)

(6) ELE at International Schools (almost all subjects taught in English)

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(1) ELE as thigiish S;Piower is an English programme offered to first and second graders as an

optional English programme at schools where (2) ELE as an A1 Language is fbTmally started at

Grade 3. It is in a way similar to fbreigri (English) language activities conducted in GTades 5 and 6

at Japanese primary schools today in a sense that no systematic instruction of English is intended,

and more emphasis is placed upon letting pupils erijoy leaming English. (3) ELE as an A2

Langitqge is an English programme offered to those pupils who have chosen a language otherthan English as their A1 language. (4) ELE as thntent andLangucrge integratedLearning (CLIL)is an immersion-type programme in which some subjects (usually science and mathematics) are

taught in English to Fimish-speaking (or Swedish-speaking) pupils at ordinary comprehensive

schools. CLIL is an umbre11a terrn fbr content-based language learning (Marsh & Lang6, 1999),

just like French immersion programrnes in Canada. It is spreading steadily and rapidly as an

alternative school education programme throughout Europe, and it is already made a legitimatealternative in foreign language education in Finland by her National Core Curriculum. (5) ELE in

English C]Tasses is an immersion-type prograrnme for pupils enrolled in English classes specially

established within ordinary comprehensiye schools. (6) EILE at international Schools is animrnersion-type programme offered at international schools which accept Finnish pupils with

experience of living abroad fbr a ceitain length along with international pupils living in Finland.

At these intematienal schools, almost al1 the subjects are taught in English except the class ofthe

Firmish (or Swedish) language.

Thus English language education in Finland is very much diversified even at the primaryschool Ievel with several different programmes availal)le for pupils with different needs. What is

more intriguing fbr us is the fact that all these different English programmes including CLIL

prograrrlines in English classes and at irrternational schools are offl:red to Fimish pupils within the

public school system free of charge. This is quite in contrast to the current situation in Japan,

where CLIL-type prograrnmes are only offered within the private school system. It is also

noteworthy that the provision of CLIL programmes either in English classes or at internationalschools is closely comiected to Finland's political and economical policies which aim at making

Finland highly competitive in the global economy, Needless to say, CLIL programmes at publicschools have a very strong appeal for those international professionals with smal1 children since

all those programmes are basically free, unlike CLIL-type programmes at irrternational schools in

Japan which are very expensive.

2.3 Relatively Small Number of English Lesson Hours

Another distinctive feature of English language education in Finland in comparison with

that in Japan is its relatively smal1 number of English lesson hours offered at primary and

secondary schools, Table 3 below shows the results of the comparison ofEnglish lesson hours atschool between Finland and Japan.

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Table 3: Co arison ofEnglish Lesson Hours benveen n'nlandandJb an

Primary

LowerSecendaryFinLand Up rSecondary

45rnx2lessonsx38wxdy

45m x 2 lessons x 38w + 45m x 3 lessons x 38w x 2y

45m x 38 lessons x 8 courses

228h228h228h

Total 684h

JapanPrirnaryLower Secondary

U rSecondary

45m x 1 lesson x 35w x 2y

50tn x 4 lessons x 35w x 3y50m x 6 lessons x 35w x 3y

53h350h525h

Totat ce8hNB: m

= minutes, w

= weeks, y

= years, h = hours

As Table3 shows, the total number of English lesson hours at school in Finland is about two

thirds the tota1 number of English iesson hours at school in Japan, We also have to take into

account the fact that so-calledjukus or cram schools do not exist in Finland. This means that

Fimish pupils do not have extia English lessons outside their schools as in Japan, where a gteatnumber of pupils do have extra English lessons outside their schools either constantly or

periodically. Some pupils even have private tutors (usually university students) who give themprivate lessons at their homes once or twice a week, If we take into consideration those additional

lesson hours Japanese pupils tend to have, the difference in the total number of English lesson

hours between Finland and Japan will be much larger. This fact is rather discouraging fbr thoseinvolved in English language education in Japan, because this indicates that Finnish EFL learnerswith fewer English lesson hours surpass Japanese EFL learners with much more English lesson

hours. This is in fact one of the reasons the present dlJthor decided to analyse English textbooks

used at primary and secondary schools in Finland. It was assumed that there must exist some cues

within English textbooks which may explain the success of English language education inFinland.

2.4 Teachers' Discretion Guaranteed by the National Core Curriculum

Another distinctive feature of English language oducation in Finland is a fact that theNational Cere Curriculum, which corresponds to the Course of Study in Japan, entmsts a greatamount of discretion on the part of the publishers and, more importantly, on the part of teachers

(FNBE, 2004a, FNBE, 2004b). Traditionally, the National Core Curriculum has existed as a

framework or a set of rough guidelines for the practice at school. The degree by which theNational Core Cuniculurn deterrnines the content and method of classroom teaching has been

very limited. Instead, teachers have been encouraged to realise as much of their discretion as

possible in classrooms. Teachers' free decision has greatly been respected, and they have beenable to teach English in whatever way they like. It can be said indccd that the National CoreCurriculum stipulates only the aims and goals of English language education at school while

bestowing maximum discretion to teachers in their choice ofthe content and method ofclassroom

instmction. In fact, most of the pages assigried to fbreign language education within the National

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Core Curriculum are dedicated to the explanation of the aims and goals of foreign language

education, The aims of foreign language education are composed of three elements; language

proficiency, cultural skills, and learning strategies, As fat' as language proficiency is concerned,the CEFR (Common Eurepean Framework of Reference) is adopted (Council of Europe, 2001),

and the goals to be achieved at each key stage of school education (Grade 6, Grade 9, and Grade12) are specified in terms ofthe Can Do Statements which are modified from the original Can Do

Statements included in the CEFR. These Can Do Statements are fuictioning only as guidelines for

publishers and teachers, not as deterrninants ofthe content and method ofclassroom instruction.

2.5 General Descriptions of Textbooks Used for School English Language Education

As a natural consequence ofthe nature ofthe National Core Curriculum as a framework of

school education, English textbooks to be used at school are not authorised by the Ministry of

Education and Culture. The specific contents to be taught by classroom teachers are totally left to

publishers' and textbook writers' discretion. Today English textboeks fbr school children are

being published by three major publishers in Finland; WSOY, OTAVA, and TAMMI. The

revision of textbooks is carried out through the publishers' own judgement. For each grade from

Grade 3 through Grade 9, two types oftextbooks-books ofreadings and workbooksue used,

14 books altogether (see Figure 2 below).(2) At upper secondary school, eight course books are

used, with each textbook being used fbr each course. The first six courses are designated as

compulsory and the second two courses as optional for those who wish to go on to university. This

means that children who start learning English at Grade 3 wi11 end up learning English thnugh 22

different textbooks before they graduate from upper secondary school and go on to university.

Figure 2:Study Book and Busy Bcok ngure 3 / Large Book and Rc gular Book

In contrast, Japanese children who start learning English at Grade 5 will end up learning

English through 1 1 different textbooks at most before they graduate from upper secondary schoo1.

This difference wi11 become much more significant if we consider the fact the total number of

lesson hours Finnish children receive befbre they graduate from upper secondary sehool is only

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JapanSociety ofEnglishLanguage Education

about two thirds the total number oflesson hours Japanese chi1dren receive before they graduateffom upper secondary school.

It is also wonh noting here that a diffbrent (less demanding) version ofeach workbook to beused at primary school is published in a larger edition (see Figure 3 above) fbr those who need

special attention and assistance in learning English, These workbooks are less demanding in thatthe number ofexercises and activities is smaller than that in regular workboeks, and that exercises

and activities are printed in 1arger letters so that they wi11 be more accessible to those children who

need special attention and assistance. It goes without saying that the national policy te pursuecitizens' welfhre is well refiected in this 1arger edition of workbooks fbr those children who need

special attention and assistarice in learning.

3. Distinctive Features ofEnglish Textbooks Used at Schoo} in Finland

3.0 Analysed Textbooks

The fo11owing are the textbooks which have mainly been analysed in the present research to

detect their distinctive features which should be conducive to the success of English languageeducation at school in Finland.(3)

Primary school textbooks: dow! Study Books 3-6 , Busy Books 3-6 (WSOY, 2006)

Lower secondary sehool textbooks: Smart Mbves Texts 1-3, Exercises 1-3 (OTAVA, 2008) Upper secondary school textbooks: (Zpen Road Courses 1-8 (OTAVA, 201O)

3.1 Provision ofAmple Language Input for Learners

It is no doubt that the most conspicuous feature of English textbooks used at Finnjshschools is their volume. As is mentioned befbre, Fimish children, who start learning English at

agtue4:EngaishTexTbooksUsedatSehool

inFinlandandJapan

ofEnglish lesson hours fbr Fimish EFL leaniers is only about two thof English lesson hours fbr Japanese EFL learners (see Table 3 above). Tahle 4 below shows this

difference in the amount of the language input between the Fimish English textbooks and the

Japanese ones in temis ofthe numbers of words and sentences included in the textbooks.<4)

Grade 3, wi11 end up using 22 textbooks befbre they graduateffom upper secondary school while Japanese children, who

start leaming English at (lrade 5, wi11 end up using

ll textbooks at most befbre they graduate from upper

secondary school. Figure 4 shows this difference in thenumber of textbooks to be covered by learners befbre they

graduate from upper secondary school graphically. Naturally,

the language input contained in the Fimish English textbooksis much greater than the language input contained in the

Japanese English textbooks although the cumulative number

irds the cumulative number

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Tabte4:Nttmbet'orvotdsandSentenceslncludedinEntishTextbooks

Fin]and ptirnatyschool kJwersecondaryschoo1G3 G4 G5 G6tota1G7 G8 ov teta1'rota1

words 8271,O087999813,6151,7022,6903,7Sl3,7Sl7366

sentences 538925],3S51,6524,4701,1462,4481,9S4S,54810,O18

'schoolkrwersecanschoc}1rseconcaschoo1Japan

G5 G6 G7 G8 G9GIOGrlG12Tota1

words 285 1,20U 1,800 3,285

sentences 38]440430 4,047 5298

As for English textbooks used in Finland, the number of words shown fbr each grade at

primary school is the number of new words to be covered in each grade. Since the National Core

Curriculum does not stipulate the number ofwords to be taught at al1, this number is figured out

by counting the number of words enlisted in the vocabulary list at the end of each grade'stextbook (books ofreadings). Since the vocabulary lists for Grades 4, 5 and 6 include a nurnber of

words taught at the previous grade, the total number ofwords to be covered by the end ofprimary

school education will be a liule smaller. The number shown for each grade at lower secondary

school is also figured out by counting the number of words enlisted in the vocal)ulary list at the

end ofthe textbooks. The nurnbers of words shown fbr Grades 8 and 9 are cumulative in nature '

since they include the words taught in the previous grade. Funhermore, since the voeabulary list at

the end of the Grade 9 textbook includesanumber of words taught at primary school, the total

number of words to be taught at lower secondary school should be a little smaller.

As fhr as the numbers ofsentences shown fbr each grade in Table 4 above are concerned,

they are figured out by simply counting the nurnber of sentences included in the main texts in each

lesson in the book of readings from Grade 3 through Grade 9. As is mentioned above, two typesoftextbooks-books of readings and workbooks, or Study Book and Busy Book fn case of Pi'bw!

series-are used fbr each grade at primary and lower secondary schools. Usually, workbooks are

more voluminous than books ofreadings since they include a Iot ofdrills, exercises and activities.

Workbooks have two or three times the number of pages comprising books of readings. 1lhis

means that the nurriber of sentences Fimish EFL learners are exposed to in each grade should bemuch Iarger than the number of sentences indicated in Table 4 above.

Next, as fbr English textbooks used in Japan, the number of words to be taught at schoolfrom primary to upper secondary is determined by the Course of Study published by the Ministry

ofEducation, Culture, Sports, Science and Technology (MEXT); 285 at primary school (MEXT,20]O), 1,200 at lower secondary school (MEXT, 2008) and 1,800 at upper secondary school

(MEXT, 2009), amounting to 3,285 words in total. This is a little smaller than the number of

words to be taught at primary school in Finland. The number ofsentences fbr each grade at lower

and upper secondary schools is figured out by simply counting the number of sentences includedin the main texts in each lesson in the textbooks used from Grade 7 to Grade 12. As fbu7 as the

145




textbooks used at upper secondary school are concemed, the counting of the number of sentences

was conducted against the textbooks for English I, English II, Reading, Writing, and Oral

Communicaion I.

A simple comparison of the number of words and sentences included in the English

textbooks used at school shown in Table 4 above discloses that Fimish EFL learners are exposed

to a much greater arnount of language input than Japanese EFL learners through studying their

English textbooks. Finnish EFL learners will learn by the end of primary school education about

tlie same number ofwords Japanese EFL learners wi11 learn by the end ofupper secondary school

education. Furthermore, by the end of lower secondary school education, Finnish EFL learnerswi11 learn about twice the number of words Japanese learners will learn by the end of upper

secendary school education. The same thing can be said about the number of sentences FinnishEFL learners are exposed to in using their textbooks, even excluding the workbooks. What ismore ainazing ahout this finding is that the curnulative number of lesson hours Finnish EFL

learners go through at school is much smaller than that Japanese EFL learners go through at

school. It is no doubt that this ample amount of language input included in English textbooks is

one ofthe reasons that wiil explain the success of English language education in Finland.

3.2 Systematic Teaching ofVocabulary and Grammar from Primary School

Another distinctive feature of English textbooks used at school in Finland is the start of

systematic teaching of vocabulary and grammar at the very begiming of English language

education at primary school. As fai: as vocahulary teaching is concerned, the list of new words is

always presented at the beginning ofeach lesson, right from the very first lesson ofthe Grade 3

wotkbook. At the end of the boeks of readings, two types of yocabulary lists are presented; an

English-Iilinnish wordlisg and a ]Finnish-Engiish wordlist in all the textbooks used at primary and

secondary schools. The list of new words at the beginning of each lesson presents not only Finnish

translations (equivalents) but also pronunciation symbols in IPA fbrmats together with marks

indicating word stresses.

As far as gramrriar teaching is concerned, target sentences are presented in each lesson, rightfrom the very first lesson at Grade 3. The target sentences presented in the books of reading are to

be practiced through dri11s, exercises, activities and tasks included in the workbooks. It can be said

that so £ alled pattern practice is repeatedly conducted not only through rather mechanical dri11sand exercises but also through more meaningful activities and communicative tasks. Table 5

below lists up the target sentences presented in each lesson in the Grade 3 textbook ( PVbw! StudyBook, WSOY).(5) In this way, a systematic teaching ofvocabulary and grammar is conducted rightffom the beginning of English language education in Finland. In fact, almost al1 the grarnmaticalpoints (51 out of54) which are listed in our Course ofStudy fbr Lower Secondary School (MEXT,2008) as items to be taughi at lower secondaiy school are treated in the pimary school English

textbooks in Finland.

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Table S. 1lrrget Sentences Prented in Each Lesson in Grade 3 1lexlbook rrvow! Study Book, wsO)tJ

1Hetlo,HLWhoareyou?

1'mChris.

2Howareyou?

Fhethanks.'HowotdareyouD

I'mnine,

3Doyou1ikegreen7

Yes,Jdo,Doyoulkepink?

Ne,1don't

4Bananas?No,thanks.

Lernomade?

Yes,lease.

sWhereareyeufrern7

t'rnfremFinland,

6Haveyougolarabbit?

YesIhave,'I'vegotsixteen.

And]'veotthirteenrrots.

7Itoveskiing

Ilikerunning,Idon'ttike[unnin

8Canyoufily'l

Yes,1canBvt1can'tdance.

g]'vegotabrother.

Hersclever1'vegotamum

SheLskivel

10Th[sisChds.

Llishairisshopt

ThisisSandy.

HerhairEton

HHowmanypencils7

Ferty-one,Whattinieisrt?

Eleveno'ebck,

t2Doyoucollectsportscards?

Yes,IdoDoyouplaytheghtar?

No,1don't

13Where'smybook?

lnourba

14Whereareyougoingt

Tothepark,

OK.Let'sobbike,

ISHe'sgorayellowsweatshnt.

She'setred'ans.

16Elepliantsaresbvvbutclever.

Monkescanclrrnbtrees,

17Canlhaveanicecream,please?

Thereyougo,

Howaboutsomejuice?

No,thanks,

]8Howmuchistltis,please?

Tweeuros.19Wlrat'sthematteF?

I'veoiacoki,

2eThesunisshiming,

Covvsareeatmss.

As leamers advance in their leaming, less and less emphasis is put on vocabulary and

grammar teaching, and more and more emphasis is put on content teaching. In fact, textbooks for

upper second secondary school pupils include a rather limited amount of fbrmal instruction on

vocabulary and grammar, sometimes none at all. They become more and more content-based as

the courses go up. Figure 5 below smmarises in a schematic way the general trend of English

language education in Finland, which is characterised by the shift fiom language-based learning to

content-based leaming.

FZgure 5 : General Trend wirhin English Language Education in Finland

It can be said as a whole that English textbooks used at the earlier stages of English language

education emphasise language-based learning while those at the later stages emphasise content-

based learning. In fact, the National Core Curriculum for Upper Secondary Schools (FNBE,2004b) mainly describes the objectives of instmction in terrns of the CEFR-based language

proficiency scale and the themes for the compulsory courses (1-6) and fbr the specialisation

courses (7-8); (1) Young people and their world, (2) Commmication and leisure, (3) Study andwork, (4) Society and the surrounding world, (5) Culture, (6) Science, economy and technology,

(7) Nature and sustainable developmerrt, and (8) Globalisation and internationalisation. The

textbooks used at upper secondary school (e.g., Cipen Road Courses 1-8, OTAVA) are composed

147




of units whose themes correspond to these themes specified in the National Core Currriculum.

Quite naturally, lessons at upper secondary school become theme-oriented or content-based while

some limited amount ofgrammar instruction is conducted from time to time.

3.3 Enriched Variety of Tasks Included in Workbooks

The preparation of an enriched variety of tasks is another distinctive feature of English

textbooks used at school in Finland. As is mentioned above, two types of textbooks-books of

readings and workbookseare used at each grade from Grade 3 through Grade 9. Workbooks are

much more voluminous than books ofreadings. They contain a 1arge variety of tasks, pedagogicaland communicative, which are intended to help learners use new words and target structures

presented in books of readings in a variety of contexts, For example, Lesson 1 in the Grade 3

workbook (PV'bvv! Busy Book 3, WSOY) has 12 tasks, Lesson 1 in the Grade 4 workbook has 15tasks, Lesson 1 in the Grade 5 workbook has 17 tasks, and Lesson 1 in the Grade 6 workbook has

19 tasks. To use the terminology from Rivers (1983, p.43), workbooks contain both tasks forski11-getting and those for skill-using. It can also be said that the concept ofliteracy as it is used inthe PISA (i.e., reading literacy, mathematical literacy, and scientific literacy) is applied to those

tasks included in workbooks; learners are expected to develop a capacity to use in meaningfulcontexts new words and target sentences introduced in respective lessons in the books ofreadings,

not merely understand receptively the meanings ofnew words and how those target sentences are

formed. In order to use specific grammatical stmctures such as.fitture eupressions (i.e., I'm goingto play tennis this afternoon.), it is not enoughjust to learn how those grammatical structures are

formed. Learners have to develop the ski11 to use those grarnmatical structures in specific contexts.Learners are expected to transform their declamtive knowledge into procedural knowledge

(Anderson, 2005, p.289) through those tasks included in the workbooks.

In addition to the simple volurne oftasks included in wnrkbooks, it is also wonh noting the

abundance of such tasks as can be done by individual learners, not in pairs or in groups, Thosetasks are meant to be done at home individually as homework. Furthermore, those tasks can bedone in game-like manners, accempanied by abundant graphical assistanee. It goes without saying

that those tasks which can be done by individual learners at home are meant to forrn the habit of

learning as early as possible, thus developing leamer autonomy, which is considered to be an

indispensable ingredient in life-long education in the 21st century. This will lead to anotherdistinctive feature of English textbooks used at school in Finland,

3.4 Carefully Embedded Devices to Promete Autonomous Learning

Autonomy is defined as `the

ability to take charge of one's own learning" (Holec, 1979,

p.3), er as "a

capacity-for detachnent, critical reflectien, decision-making, and independent

action" (Little, 1991, p.4). English textbooks used at school in Finland are also characterised by a

variety of devices, tactfully embedded in the textbooks, which will help to promote autonomous

148




leaniing. For example, the fact that a large amount of language input is included in the textbooksitself should be considered to contribute a great deal to the development oflearner autonomy. In

face of the large amount of language input, learners will naturaily give up the idea of leamingwords and sentences by heart. Instead, they wi11 try to learn how to learn, that is, to acquire usefu1

learning strategies. In the National Core Curriculum this is regarded as one of the aims ofEnglish

language education in Finland.

The finding that English textbooks used at school in Finland provide systematic instmction

on vocabulary and grammar right from the start ofEnglish language edueation in Grade 3 can alsobe regarded as a factor which wi11 contribute to the development oflearner autonomy. Behind the

editorial policy to provide systematic instmction on vocabulary and grammar right from the startof English language education lies the philosophy that sound knowledge of the target languagevocabulary and grammar wi11 promote autonomy among learners since that knowledge, supported

by learning strategies, wi11 help Iearners to appreciate the creativity of language in understanding

and producing English utterances. In other words, there seems to be some consensus arnong

textbook writers that learners will need adequate knowledge of vocabulary and grarnrriar if theywant to use the target language in communicative ways themselves.

The vocal)ulary lists at the end of the textbooks also deserve carefur attention and

consideration in the context ofpromoting leamer autonomy. As is mentioned above, two types of

vocabulary lists--an Engiish-rvnnish vocabulary list and a Finnish-English vocabulary listrare

presented to learners at the end of the textbooks in contrast to English textbooks used at lower

secondary school in Japan, which presents only an English-.lapanese vocabulary list. In a way,

these two types of vocabulary lists function as a dictionary fbr Fimish learners ofEnglish. In fact,Fimish learners of English rarely use dictionaries either in the classroom or at home. These

vocabulary lists present only translation equivalents and do not provide any example sentences as

in English-.lapanese dictionaries used in Japan. This may be considered to be a weak peint of

English textbooks in Finland at first sight, but thorough cress-references accompanying the

vocabulary lists seem to make sentences included in the main texts function as example sentences

for specific words. It is also clear that Iilnnish-English vocabulary lists wi11 help Finnish learnersto increase the number ofproductive vocahulary, leading to greater learner autonomy,

Along with the two-way vocabulary lists included in the textbooks, extensive use of

pronunciation symbols right from the beginning of English language education at Grade 3 can

also be considered a significant candidate in promoting learner autonomy, since they wi11 help

learners to pronounce new words by themselves.

Finally, but not the least important, more direct devices to develop learner autonomy are

employed in English textbooks used at school in Finland. Take Wbw! series published by WSOY

for instance, sections to reflect upon own learning through reflective questions are included at

certain intervals throughout the textbooks. Table 6 lists up such reflective questions fbr prometinglearner autonomy included in the Grade 3 textbook ( PVbw! Busy Book 3, WSOY).(6)

149



JapanSociety ofEnglishLanguage Education

Table 6:uestions to Re lect u on Own Learnin in Grade 3 Tlextbook (Pft)w!, wsOl)

reund reflectivequestions answer

lst]

bring with mc the textbook and the noteboek,

1 eagetly participate in lessons and raise my hand.1 do not disturb other pupi]s during lessons] do m homework.

atwaysalwaysalwaysalwasusuallyusualyusuallyusuallsometllnes

somctwnes

sornetttnes

sornetrrnes

2nd

l participate in lessons earncstly.1 ksten to my teacher's directions attentively,

I ask questions in casc I do net understand,

I eagerly participate in pair woTk.I read abud ass es in the textbook at home,

alwaysalwaysa[waysalwaysalwa

s

u$ualyusuallyusuallyusualyusuallvsometnnes

sometmles

sometunes

sornettrnes

sometmles

l bring wfth me the textbook and thc noteboek,

I do not cllsturb other pupils.

-!iTgstu!>tH!d h k

alwaysatwaysarwa

s

usuallyusualyusuallsometmles

sometdmes

sometmles

3rdi need to rnake rnore efTbrts on the following points: Mark the relevant items.'Raise

my hand during lessens. 'Carry

out conversations with my partner.'Summarise

passages in the textbook for classmates. -Spend more time en my hemewerk.'Read

aloud worcis anti assa es at heme, 'Write downsentences ] havemadem seif.

I eagerly participate in lessons and raise my hand.

Iread abud passages in the textbook at home.

.!/-!ng!ng!iEg.Iw9!gE.iUHRmemors d u a

alwaysalways usualyusuaky semetifnes

sometumes

4th

al.-m a11 sometimes

I erijDy Engksh lessons on the fobowing points: Mark the reievant items.'Listen

to passages. 'Singing

sengs.

'Listening comprehens ion exerc iscs. -

Learning words."Mak

ing my own sentences, ' Compesing sentences.

'Summaris ing passages for classmates.

' Do ing games.

'Workin in airs.

I find difficult te do durin kessens. ftee comments

4. Conclusion

The analysis of English textbooks used at primary and secondary scheols in Finland hasdisclosed fbur distinctive features that may be conducive to the success of English language

education at school in Finland; (1) provision of ample language input for learners, (2) systematicteaching of vocabulary and grammar from primary school, (3) enriched variety of tasks included

in workbooks, and (4) carefu11y embedded devices to promote autonomous learning. These

features wi11 certainly help to realise the aims of English language education stipulated in the

National Core Curriculum, that is, the development ofEnglish language proficiencM cultural skills,

and learning strategies.

Out of these four distinctive features of English textbooks used at school in Finland will

emerge a picture which depicts the basic policy of the Finnish National Board of Education fbr

English language education; English should be taught systematically right from the start while

learners (namelM primary school pupils) have positive perceptions about English and English

learning. This policy is endorsed by the fact that in Finland one third of the total English lessonhours (228 out of 684) are dedicated to English language education at primary school, and that

150




almost the same number ofwords and sentences which Japanese EFL learners wi11 learn by the

time they finish their upper secondary school education are learned by primary school pupils in

Finland. Given this fact, we may suspect that Fimish pupils may come to dislike Engiish and

English leaming, bombarded with a large amount of input and always rushed to do homewotk.

Interestingly enough, Ito (2010, 2011a) has disclosed that Finnish primary school pupils have

much more positive perceptions about English language learning than Japanese lower secondaryschool pupils, implying that an early start ofthe systematic instruction ofvocabulary and grammar

wi11 not necessarily induce disinterest in learning English. This is an issue which will necessitate

careful discussion in the future when the introduction ofEnglish language education into primaryschool education as a subject will become an agenda fbr us.

Notes

(1) Infbrrnation about the enrollment in foreign languages at comprehensive schools is available at

the FNBE website at http:!1ww.edu.filenglish!pageLast.asp?path=500,1 891 8,1 8920, 1 8928.

(2) The author received a perrnission to use a photo of textbooks fbr a research purpose from the

Finnish publisher (WSOY).

(3) Because of the unavailability of the information about the market share of textbooks in Finland,

these textbooks were selected due to their high popularity at Finnish schools witnessed by the

present author. It might have been ideal to analyse the textbooks which are published by the single

publisherl but it is quite common that pupils do not necessarily use the same publisher's textbooks

at primary and lower secondary schools. Actually, the combination of the textbooks adopted fbr

the present research was often witnessed at sehools which the present author visited. The year of

publication shows the year when the last in the series was published.

(4) The analysed Fimish textbooks fbr primary and lower secondary schools are PPbw! Study

Books 3-6 (WSOY), and Shiart ILdZ)ves Texts 1-3 (OTAVA) respectively. Those fbr lower

secondary schools in Japan are the 1atest IVew (]rown Ehglish Series 1-3 (Sanseido), and those fbr

upper secondary schools are the latest Mbgic Hbt English Courses I & ll; Reading, PV'}'iting, and

Empat]u, Oral CZ)mmunication I (Kyoiku Shuppan). The imgic Hbt series were chosen fbr

analyses due to their relative voluminosity. The results ofthe analysis ofthe Finnish textbooks fbr

upper secondary schools are excluded from Tal)le 4 since it has turned out that they are rather

redundant fbr our purpose, considering the fact that the language input contained in the Finnish

textbooks used at primary and lower secondary schools is already much 1arger than that contained

in the Japanese textbooks used at primary. Iower secondary, and upper secondary schools.

(5) The entire list of target sentences presented in primary school textbooks (Pfow!, WSOY) is

available at http:f!www.naruto-u,acjp!-itohh.

(6) The whole list ofreflective questions included in the English textbooks used at primary school

( Pdow! series for Grades 3-6) is available at http:ffwww,naruto-u.acjpl-itohh.

151




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