Organizing an in-service teacher training module – societal interaction at its best

During the academic year of 2022-2023, the English Department and the Centre for Language Learning Research (Leala) have had the pleasure of hosting a national in-service teacher training module for second or foreign language (L2) teachers in Finland. We named this module SuSuKi, which stands for Sujuvuutta suulliseen kielitaitoon (roughly translated as “making oral language skills more fluent”), and we focused on the learning, teaching and assessment of oral language skills. The module has been funded by the Finnish National Agency for Education, and the training has been led by Professor Pekka Lintunen. Throughout the module, Project Researcher Venla Eirola has taken care of the practical matters related to the organization of the training.

Lectures, workshops and new perspectives

The module was inspired by our strong tradition in spoken language research and also by earlier in-service teacher training modules organized within Leala. We approached second language oral proficiency from different perspectives during the module. The module consisted of five meetings from September to April, which were introduced during hybrid-mode lectures on Friday, and a smaller group of teachers also participated in an on-site workshop on the topic on Saturday. In the first meeting, Pekka Lintunen, Pauliina Peltonen and Elina Lehtilä opened the whole module with lectures on speech fluency. The workshops focused on topics such as fluency-building exercises and fluency assessment. In the second meeting, Elina Tergujeff and Henna Heinonen from the University of Jyväskylä lectured on the teaching and assessment of pronunciation, and language-specific workshops were led by Heinonen for Swedish, Janne Korkka for English, Maarit Mutta for French, and Sanna Pelttari for Spanish.

Pekka Lintunen during the opening lecture on speech fluency in September

In the spring semester, the training continued with a meeting on digitalization and interaction in spoken language teaching by Sanna Pelttari, Outi Veivo and Teppo Jakonen. A workshop led by Liisa Peura and Hilla-Marja Honkalammi explored the use of social robots in spoken language teaching. The last two meetings focused on individual differences: for example, Outi Veivo and Sanna Olkkonen lectured on the importance of the learner’s cognitive processes, and Magdalena Szyszka discussed oral language learning from the perspective of emotions and learning strategies.

On the whole, the module has been very successful. More than 100 teachers around Finland attended the Friday lectures, and about 20-25 teachers also participated in the workshops. This was far more than we had anticipated! We also received much positive feedback from the teachers for what we had organized.

Inspiring interaction with the teachers

Universities are considered to have three main tasks: conduct research, provide teaching based on research, and interact with the society that surrounds it. A module such as this has been very much fun to plan and organize, and it is also very rewarding from the organizer’s perspective. We get to provide teaching based on our latest research findings, some not even published yet, and have a direct impact on teachers and how L2 teaching is conducted at Finnish schools. This kind of societal interaction is highly important with L2 learning research and a prime example of what researchers dream about: a fast transfer of knowledge. Dialogue with schools and teachers is at the core of what we do. We provide examples of what could work according to the latest research findings, and teachers provide us feedback on what our ideas sound like from their perspectives. In addition, we also get plenty of new research ideas when we hear concrete questions and problems that language teachers tackle with in their everyday work.

Magdalena Szyszka giving a workshop on emotions in language learning in April

Online workshops in the autumn 2023

At the end of this module, there is even some sadness in the air as we need to say goodbye to the project when the academic year ends. However, last week we received the great news that the Finnish National Agency for Education allows us to organize three extra training sessions in the autumn term as well. This is excellent news and extends this training module to new audiences. In the autumn, we will organize everything as purely online meetings so that teachers from all over Finland can participate. We will discuss speech fluency in September, pronunciation in October, and individual learner differences in November. Stay tuned for these extra sessions!

Text: Pekka Lintunen & Venla Eirola

Photos: Venla Eirola

A long way to Arcanum: the English Department on the move

When the staff of the English Department have just moved into their brand-new premises in the newly renovated Arcanum building on the University’s lower campus at the beginning of 2023, this may be a convenient moment to take a brief look at the previous oases on the itinerary of the departmental caravan from its beginnings to the present day. There have been altogether five stops on the way to Arcanum.

Taking the founding of the chair for English Philology in 1945 as the date of the founding of the Department, it was first located, together with the entire academic community of the new Finnish-speaking university of Turku, in the premises of the old Hotel Phoenix, a colossal late nineteenth-century building on the market square. Phoenix itself no longer exists, for it was demolished 1959.  

The building Phoenix in springtime in mid-1950s (photo from the Central Archives of the University of Turku)

Any available space for the departments in the building, originally designed for an entirely different purpose, must have been very limited, for the many functions of the new establishment, including teaching, administration and library, were housed under the same roof. As a result, there was a pressing need for expansion.

In the next phase, the University makes a move closer to the location of the old Academia Aboensis (1640) around the Cathedral. The oldest of the modern buildings on the current University hill date back to the 1950s. The Library was completed 1954 and the Main building 1958. From the mid-fifties until the mid-seventies, the English Department had its own library in three of the seminar rooms on the top floor of the Library building, within the space of present Feeniks library. In addition, there may have been some temporary space available for office hours, and the like, on the second floor of the Main building until the early 1960s.

Along with the increasing numbers of students and staff in the English Department during the 1960s, there was an acute need for more office space. At this point in the mid-1960s, the premises in Hämeenkatu 1, previously occupied by the Department of Dentistry, became available when a new building for dentistry was completed in Lemminkäisenkatu 2 in 1965.

The premises in Hämeenkatu 1 consisted of one long corridor with a number of rather small rooms on either side, originally designed for the needs of dental practices. The rooms were shared between several humanities departments, including history and philosophy. English had four rooms. One of them was the department office, and another was reserved for a visiting Fulbright professor. The other two were mostly used for office hours and consultation. Working at (and from) home was very much the norm for the staff at the time, and any joint meetings of staff and students were held elsewhere on campus.

Many of the long-standing problems of inadequate facilities and insufficient working and teaching space were resolved when a whole new building was constructed for the Humanities in Henrikinkatu 2 in 1975. The H-shaped building was originally called Humaniora II, Humaniora I having been Fennicum in Henrikinkatu 3, completed 1969. Humaniora II was renamed Juslenia, and it became a home for the Department until 2012. For the first time, most of the Indo-European language departments came to be in the same building, together with several other humanities subjects from archaeology and history to literature and cultural studies.

Having individual offices for the members of staff was one of the highly appreciated innovations of Juslenia. Also, having several teaching rooms close by in the same corridor was another welcome novelty we had not experienced earlier. Similarly, there was an easy access to the seminar library on the same floor as the Department. Yet another big change was the much-needed social space for the staff in the form of a coffee-room. With its iconic round table, this new facility had a lasting and enormously important positive impact on our social and academic interaction.

Over the years, with our initial enthusiasm gradually waning, we became more and more aware of the shortcomings of the building. Many of these had their origin in the stark contrast between the original design of the building and its practical realisation. As a result of an economic setback coinciding with the building project, the University was unable to carry out the construction, as originally envisaged. Among other things, one entire floor, containing a cafeteria/restaurant, had to be deleted from the plan altogether. Also, the surface area of each of the remaining floors had to be drastically reduced. Consequences of such dysfunctional adjustments could not pass unnoticed. They would be apparent, for example, in an awkward organization of the space, just as well as the crudish design of the interior and the limitations of available facilities. In the end, the pros for tearing down the entire building outweighed the cons for repairing it.

Still, in spite of its unevenness and roughness, Juslenia always brings to mind happy and pleasant memories, probably because we stayed there for such a long time, close to forty years. The final fall of Juslenia was complete in 2019, but in the Department, we had already lived through the upcoming loss by ceremonially cutting a gingerbread replica of the building into pieces of cookies at a Christmas party before leaving the building.   

Gingerbread Juslenia (photo by Mari-Liisa Varila)

Our penultimate stop before Arcanum takes us to Rosetta and its sister-building Signum, both charming old buildings from the turn of the twentieth century. After the property had become part of the University, it was renovated on several occasions for different purposes, most recently for housing the departments of English, French and German translation. Both buildings had offices and teaching rooms, and a joint library of the translation departments in Signum. After the merger of the translation departments with the respective philologies in 2010, the latter, with English among them, moved into Rosetta/Signum a couple of years after. All departments moved out of these premises by the end of 2022.  

There are many positive things to be said about Rosetta/Signum as a workplace. First and foremost, there was an atmosphere of a handsome old building about them, which was very nice. The staff rooms varied in size, but were on the whole quite comfortable, and much the same can be said about the teaching rooms. There was also a joint common room for those working in the building. My impression is that colleagues were generally quite pleased with the place and what it had to offer.

One aspect of the Rosetta building that was sometimes criticised had to do with the interior of its architecture, especially the number of doors everywhere. With the offices aligned along both sides of the numerous corridors with separating doors at both ends made the building a bit like a labyrinth, where students and visitors might have had difficulties finding their way around.

Aerial view of Rosetta and Signum (behind). Photo by Hanna Oksanen, copyright University of Turku Communications

Finally, we’ll get to Arcanum. From what I have seen so far, the building is superior to all the earlier ones in a number of ways. It is not only a modern building to begin with, but one that has been very recently renovated and refurbished completely for the needs of its users. Everything is conveniently accessible and close at hand. The teaching rooms are pleasant and spacious with excellent, up-to-date facilities. Another truly great improvement is the fact that all departments of the current Faculty of Humanities are for the first time in the very same building. This is a tremendous asset for the spirit of cross-disciplinary interaction and cooperation and will, no doubt, amply prove its worth in the years to come. 

Arcanum in winter. Photo by Suvi Harvisalo, copyright University of Turku Communications

It has sometimes been said that the walls are less important in Academia; it’s more important what goes on within the walls. This is true, of course, but only up to a point. The splendid premises of Arcanum rather indicate a very close interaction between the outside and inside. When the walls are constructed in harmony with the wishes, efforts and needs of the people inside, they connect rather than separate. It is a great joy to see that our long journey from Phoenix has been brought to such a happy close in Arcanum.

P.S. I am grateful to Teppo Jakonen and Janne Skaffari for their help in the preparation of this contribution. Teppo very kindly assisted in finding the photographic illustrations.

Text by Risto Hiltunen

Becoming an English teacher in Namibia and Finland

This autumn, the School of Languages and Translation Studies has had a visitor from the University of Namibia (UNAM), Dr Meameno Shiweda, who is a specialist in teacher education. In this blog post, Meameno and Janne Skaffari talk about similarities and differences in what and whom they teach and, more broadly, in the educational systems of our two countries.

Janne: How does one become an English teacher in Namibia?

Meameno: Anyone with an interest in teaching English can enrol in a teacher training program for junior/senior primary or junior/senior secondary levels, provided that they have good grades in five subjects, and a minimum of a C grade in English at Namibia Senior Secondary Certificate. A minimum C grade in another language is also a requirement. C is roughly the same as cum laude or magna in your matriculation exam.

J: It is quite different from Finland, where you apply to study English as your major or minor at university, and teacher training is basically a minor subject that corresponds to one year’s work. It is often completed as part of the MA degree. This route is for secondary-school English teachers, but for primary schools, you do not necessarily need more than a primary-school teacher’s university degree in Education. When does English begin in your program? Our majors do English Department courses from the first semester on.

M: Throughout their four years of teacher training, our students receive a mix of English modules and teaching-methods training. English majors also commence from the first semester onwards, and they are taught by English subject specialists from various departments in the School of Education. The first year begins with phonetics, phonology and children’s literature, and in the second year they focus on speaking and youth literature. The third year is reading and writing, while the fourth and final year is adult literature and grammar.

J: Oh, grammar comes that late! What kinds of observations have you made about teaching and studying during your visit?

M: The length of time a student studies English before having to determine whether or not they want to become English instructors is an important observation I have made here. Additionally, I have learned that prospective teacher-training students are interviewed to gauge their level of preparedness for the teaching profession, as opposed to our practice at UNAM.

J: We think it is important that students have time to become familiar with their major and minor subjects at the BA stage and then focus more on a particular career during MA studies.

M: I’ve learned from my experiences here and from talking to colleagues that getting extensive English training before concentrating on a teaching job is more realistic.

J: Yes, we really hope it helps! Students also get to see that there are other career opportunities.

M & J: We wish all our students – in Namibia and Finland – good luck with their studies and future careers!

Text by Meameno Shiweda & Janne Skaffari

Photo by Teppo Jakonen

A year of remote learning – and cats

What a year it has been! This could easily be a long blog post about the effects of the pandemic on teaching and learning and what pedagogical solutions have been implemented and experimented with at the department, but today we have more important things to discuss. We need to talk about cats.

This year has been extremely active for all our cat students and cat faculty members. They seem to thrive particularly in Zoom environments and have throughout the year been a mainstay for remote learners and teachers. Let’s hear from notable cat members of the English department community – and one dog. Email interviews have been facilitated by each cat’s staff.

Kiki via Vilma Lindroos:

Due to remote learning this year, I have seized the opportunity to constantly remind Vilma that the most important thing in her life are not her studies, but me. She reports that my ears perk up at the slightest sound of conversation, ready to disrupt yet another lecture that dares to take her attention from me even for a minute. Petting me in her lap does serve her as a great stress relief when she is tackling a particularly intimidating task, so I always win.

Behold as I conquer, says Kiki.

Alma, Hilja, Lohtu and Kulju via Elina Valovirta:

Elina works from an old renovated outbuilding at our country home. We use it as our Signum’s Kaffila or Rosetta’s coffee room. Whenever Elina heads to the outbuilding to work, we follow, eager to not help. A collective napping session might ensue; Alma the opera singer might decide to belt out an aria, or Hilja and Kulju decide a wrestling match is in order right in the middle of Elina’s lecture. Lohtu begs for treats on the work desk. We have done our very best in not helping at all, and what’s not to love about that?

I can haz treat?
I can haz treat? Says Lohtu.

Elo and Fox via Minna Hjort

Fox has been an active co-teacher throughout the pandemic. He has not been afraid to speak his mind about a variety of topics, including the shocking fact that the department offers no classes on dog-human translation. Elo, the cat that she is, has been less interested. Although once she did find it necessary to position her butt right in front of the camera in the middle of a lesson. Occasionally she also assumes the role of reviewer 3 (see picture) and engages in document disposal management (shredding papers).

Teaching in progress. Don’t disturb me, says Fox.
I am destroyer of all papers.

Finally, Pirkka Hallamaa, has found a way to look his best on camera: his photogenic cat provides the ultimate Zoom accessory: the cat filter.

Don’t hate me because I am beautiful.

Text by Elina Valovirta

Photos by staff and screen grab.

Visiting Poland and gaining international experience


This spring has been very memorable, as I have had the pleasure of being a Visiting Professor in Kalisz, Poland. A visiting professor can refer to various kinds of things in the academic world. In this case, I was invited to the Faculty of Pedagogy and Fine Arts of the Adam Mickiewicz University in Poznań. This Faculty is located in Kalisz and educates, among others, students of English and pedagogy whose career goal is to become a teacher of English.

The fascinating thing about Kalisz is that it is considered the oldest city in Poland. Coming from the oldest city in Finland, this gave me a nice opening to all my meetings with the students. Due to my work responsibilities in Turku, I was not able to stay in Kalisz for longer periods at once. Instead, my teaching was intense: 6-8 hours of teaching while I was there. I led a workshop on Teaching and Learning Spoken English for third year students and a Workshop on Effective Learning for three first year groups of students. In addition, I met many members of staff for informal discussions on the Finnish education system and our shared research interests. I was lucky to visit Kalisz, as second language acquisition is a prominent research field at their Faculty.

My visit was part of their University of the Future programme that is funded by the EU. As part of this project, they invite international scholars to educate their students. Compared to Finnish students, the Polish students I met were mostly one step more shy and one step more insecure about their English skills, but fortunately I am familiar with both of these emotions. Much of my time was spent on convincing that making mistakes in a foreign language is ok and I thought that their English was very good. One first year student said that I was the first foreign person he had ever used English with (as they do not have native speakers as teachers). The students were very concerned with their grammar and pronunciation skills. Poznań is famous for their intense pronunciation teaching, as they spend two years on pronunciation skills. It was interesting that the materials they use are mostly the same as we have used at our university.

Towards the end, the students started to feel more relaxed with me. During our final meeting, when students presented their own projects, they even tested my pronunciation skills. I had to pronounce, for instance, trzy, wszystkiego, źdźbło and Szczebrzeszyn – and I did! I also got to discuss Kimi Räikkönen’s career, Finnish heavy metal music scene, and the lyrics to “Ievan polkka” (one student had learnt to sing it in Finnish earlier but did not understand what it meant). The most difficult question in my final exam was “Describe why you are a good learner of English”. Local teachers told me that traditionally Polish people like to focus more on what they do not know – another thing that I understand well coming from the Finnish setting. I look back on my time in Poland with fond memories.

Text and photos by Pekka Lintunen

Introducing our latest permanent staff member: Q&A with Maarit Koponen


Maarit Koponen visiting the Kennedy Space Center.

1. Tell us a little bit of who you are.
I am a university lecturer of English, researcher of translation technology, a former professional translator, and a fan of both historical dramas and science fiction. I have an MA in English Philology and a PhD in Language Technology, both from the University of Helsinki. I live in Helsinki, and commute to Turku, for which reason I feel both profound appreciation and frequent annoyance toward the Finnish railway system.

2. What kinds of courses do you teach? How and when can our students meet you?
I teach English BA-level courses, such as Academic Writing & Speaking and Grammar 2, and various translation and technology courses on the Multilingual Translation Studies MA track. Currently my office hours are on Thursdays, 11-12, but that tends to change in different semesters. Making an appointment by email is a good option.

3. What do you do research on? What would you like to study in future?
My research focuses on translation technology, particularly machine translation, and the effect of technology on translation processes – how they produce translations. Questions of cognitive processing fascinate me, and in future research I hope to be able to dig deeper into the effect of (machine) translated text quality and errors on cognitive load both for translators and for readers of those texts. How do translators process errors and correct them? How do errors affect the reader response, and how are readers able to recover information even from an imperfect text?

4. Can you describe what a typical working day is like for a lecturer?
Different working days vary a lot, so it is difficult to define a “typical” one. There are days where I am teaching several lectures, or taking part in various meetings, or both, with lots of running in between. There are days preparing lectures and marking student papers. And then there are research days, which may mean staring at an xml file trying to figure out what on Earth is going on with my data, or writing, which may mean either furious typing or staring at a blank page.

5. What do you do when you are not a lecturer? Any time for other things in life?
I enjoy music and dance – I play percussion instruments and go to dance classes to get exercise beyond running between lectures and meetings. For a relaxing evening, I enjoy watching documentaries. My interests range from the history of the English monarchy to dinosaurs to all things space, aliens, conspiracy theories, and true crime, which is occasionally characterized as “baffling and slightly worrisome” by my nearest and dearest.

Shakespeare 400 revisited

The Shakespeare 400 course was organised jointly by the University of Turku and Åbo Akademi University in autumn 2016.

After the first lecture on the history of English and the early printing history of Shakespeare’s works, the students delved deeper into other topics in Shakespeare studies. Aino Mäkikalli discussed Shakespeare’s sonnets, situating them in their historical and ideological context. Anthony Johnson highlighted the influence of early modern school curricula on Shakespeare’s plays.

The Finnish translations of Shakespeare’s plays and sonnets were introduced by Outi Paloposki. For example, in an early translation of the Scottish play, one of the characters is called Pirjo. Intrigued? Read the play here.

Tom Linkinen and Hannu Salmi approached Shakespeare from the point of view of cultural history. Linkinen discussed the ways in which genders and sexualities are performed in Shakespeare’s plays. Salmi, in turn, started from a mnemohistorical point of view, showing the audience examples of how Shakespeare has been interpreted on the silver screen. The last lecture by Joel Kuortti focused on the postcolonial rewritings of The Tempest.

The students also engaged in small group work. One of the tasks was to translate into Finnish Benedick’s troubled rant from Much Ado About Nothing (V.ii.35-41). It works quite nicely in the Turku dialect, too!

    En sunka mää ny mittä riimei ossa. Kyl mää niimpal yriti, mut ei mul mittä muut tullu miäle ku ”flikoi” ja ”sikoi”. Kuka ny simmossi puhu! Eikä koulun kans men mikkä muu, ku joulu. Mittä järke… Ei munt kyl ol tarkotettu mittä runoi värkkämä, eikä nättei puhuma muutenka!
    (Translation: Tuula Viitanen)

Text by Mari-Liisa Varila

Shakespeare 400 in Turku

This year marks the 400th anniversary of the death of William Shakespeare. Universities and other institutions around the world have been organising special events and courses throughout the year. One of these special courses is Shakespeare 400, a joint effort of the University of Turku and Åbo Akademi University.

The course runs from late October to mid-December. It comprises seven lectures by eight lecturers from four different departments: the Department of English at ÅAU, the Department of English at UTU, the Department of Cultural History (UTU), and the Department of Comparative Literature (UTU). There are altogether fifty students taking the course.

The lecture series started on 27 October with a joint lecture by Dr Janne Skaffari and Prof. Matti Peikola from our own department. Janne Skaffari offered a fascinating glimpse to Early Modern English and Shakespeare’s language. He finished the lecture by reciting a sonnet in what is known as ‘Original Pronunciation’, a reconstructed version of what ‘Shakespeare’s English’ might have sounded like. If that piqued your interest, have a look at Ben Crystal’s Hamlet here!
shakespeare400

Matti Peikola then moved on to discuss the early editions of Shakespeare plays. Although the First Folio is the most well-known edition of Shakespeare, defining the canon for years to come, it was only published after Shakespeare’s death by his colleagues. However, Shakespeare’s plays were already published individually during his lifetime, in a smaller and much cheaper quarto format. The first quarto edition of Hamlet was much shorter than the First Folio version! You can read more about the quartos here.

Both Skaffari and Peikola reminded the audience that although Shakespeare has often been treated as a canonical author figure, many of his plays actually show evidence of collaborative authorship. Read more about recent findings here.

Text and photo by Mari-Liisa Varila

Beyond the ivory tower: Co-operation with a local upper secondary school

When I was in upper secondary school (‘lukio’ in Finnish), two of my teachers organized a “Rome Club” (‘Rooma-kerho’), which could be taken as an optional course. In order to receive credit for the course, we needed to take part in a variety of activities, one of which was attending guest lectures by researchers and PhD students. I always found the lectures fascinating, and I thought that it would be great if, at some point in my life, I could do something like that myself.

In the autumn of 2014 the thought became a reality when I began my lecture series titled “The heirs of Rome” at my old school, Turun klassillinen lukio, where the Rome Club was still going strong. To be sure, the initial idea was to offer a single lecture to the club, but partly due to the nature of my chosen topic and partly due to the enthusiasm of the pupils it became clear that a series of lectures was in order.

The idea behind the series was to show how Roman (and, more generally, classical) culture had been kept alive following the collapse of the Roman Empire. This topic is especially relevant for my ongoing PhD research since I am interested in the status of Latin and Greek in 17th century England. Accordingly, the main focus of the lecture series was on Britain. The titles of the individual lectures were:

1. “The Classical languages in Britain”
2. “The status of the Classical languages in 17th century Britain”
3. “Classical education in the early modern period”

The second lecture was given in conjunction with the school’s 135th anniversary celebration in November. The fourth and final lecture, which will take place at the beginning of May, elaborates on the theme of education with examples drawn from my dissertation material.

I have found the lecture series a refreshing experience, and it seems that the pupils have enjoyed it as well. Although my dissertation focusses on theoretical matters, it has been surprisingly easy to come up with suitable topics for the lectures. One easily forgets that what seems self-evident to oneself may be completely new information to almost everyone else. I have also found it an excellent exercise to try and explain my own research in as simple terms as possible, because this makes it a prerequisite that I actually understand what I am talking about.

Rooma-kerho 3
The Rome Club with their visiting teacher, Aleksi.

Text: Aleksi Mäkilähde
Photo: Reija Pentti-Tuomisto