The Effectiveness of Language Requirements in Finnish Higher Education Institutions: Decolonization through University Admission Criteria
Author : Ingrid Piller
Abstract :
This research examines the English language proficiency requirement in Finnish universities in terms of efficacy and neocolonialism. The paper exposes hidden fallacies in foreign language requirements for English-speaking immigrants from British-colonised countries where English is used as an official language and medium of facilitating learning, and deconstructs the efficacy and paradoxes reflected in language requirements in Finnish universities for international students from nine British-colonised African countries. There is a research gap caused by inconsistent findings about the efficacy of language proficiency testing as an admission requirement in Finnish colleges. This research employs an empirical autoethnography technique and qualitative approaches to empirically assess the 2022/2023 language requirement in eight Finnish universities and its efficacy for international students from nine British-colonised English-speaking countries. This paper initiates policy-level discussions on the implementation of English language requirements at Finnish universities. This article draws on primary and secondary data from university websites as well as email correspondence with admissions offices at eight Finnish universities. The notion of race and ethnicity is used to dispute the need for English language competency requirements in today's world for various nationalities. Finnish institutions should seek alternate techniques of evaluating the language requirement for all students on an equal footing.
Keywords :
British-colonised, finnish universities, english language proficiency neocolonialism, race and ethnicity theory
