Suomen soveltavan kielitieteen yhdistyksen (AFinLA) julkaisuja Publications de l'Association Finlandaise de Linguistique Appliquée (AFinLA) AFinLAn vuosikirja on 29.2.2016 alkaen ottanut käyttöön Tieteellisten seurain valtuuskunnan vertaisarviointitunnuksen ja sitoutunut noudattamaan sen käytölle asetettuja ehtoja (ks. http://www.tsv.fi/tunnus). Tunnus merkitään myöntöpäivämäärän jälkeen julkaistuihin kokoomateoksiin sekä niihin sisältyviin artikkeleihin. Muutos ei vaikuta aiempiin julkaisuihin; ne on vertaisarvioitu samoja kriteerejä ja periaatteita noudattaen.
Suomen soveltavan kielitieteen yhdistys AFinLA ry
The theme of the AFinLA Autumn Symposium in 2024 was Language as a Key to a Changing World. It reflects an era of ongoing societal transformation shaped by rapid technological development, the escalating climate crisis, increasing geopolitical tensions, and growing social inequality, factors which place pressure on societies. This introductory article explores the symposium theme in relation to recent directions in applied linguistics and presents the articles included in this yearbook. This article discusses how applied linguistics can help us understand complex processes of societal change and actively contribute to shaping those processes through critical engagement and interdisciplinary collaboration. It sheds light on the possibilities that collaborative work within the field of applied linguistics offers for researching and addressing these interconnected challenges. By reflecting on recurring themes in the 2024 Symposium, the article highlights the ways in which language serves to connect and divide people, construct communities, and produce or reinforce structures of equality and inequality.
Queerit kaapit ja pervot halut: sukupuolia ja seksuaalisuuksia kielessä
In this review, I examine queer linguistics as part of language research and its relationship to queer theory. I outline the development of queer linguistics through three waves of sociolinguistic research and, drawing on literature, demonstrate how language produces, maintains, and challenges normative conceptions of gender and sexuality. Special attention is given to the concept of the closet and the linguistic representations of coming out, as well as to queer practices of seeking companionship, in which discourses of desire, the closet, and heteronormative ideals intertwine. Finally, I reflect on how queer linguistics introduces a critical and intersectional perspective to language research, revealing how norms shape identity construction and interaction. At the same time, queer linguistics opens up new research avenues within applied linguistics, particularly concerning norm-critical pedagogy, language policy, and the visibility of diversity.
Hoidon kohteesta tiedostavaksi asiakkaaksi: tyytymättömyyden ilmaisun kielelliset keinot potilasasiavastaavalle osoitetuissa muistutuksissa
In this article, we analyze how patients and their family members express dissatisfaction in complaints addressed to a patient ombudsman of a Finnish hospital. In the analysis, we focus on how dissatisfaction is expressed with the use of evaluative language. The data consist of 140 complaints, and the method of the study is qualitative text analysis. Expressing strong affects and judging the morality of professionals’ actions are characteristic to complaints. The writers of the complaints express their dissatisfaction by describing the unexpectedness of the professionals’ actions and conduct and the resulting negative customer experience. Unexpectedness is described, among other things, by using negation and extreme case formulations (kukaan ei koskaan soittanut ‘nobody ever called’) and expressions of astonishment (Miten tällaista voi tapahtua? ‘How can this happen?). Negative affect is often intensified (olin todella peloissani ‘I was really scared’). In addition, affectivity is strengthened by using capital letters and multiple punctuation marks.
”Oppilaan motivaatio ruotsin opiskelua kohtaan on olennainen osa vastaanottokykyä” – laadullinen tutkimus ruotsinopettajien palauteosaamisesta
The purpose of this study was to investigate how Swedish teachers’ descriptions of feedback processes align with the macro, meso and micro levels of teacher feedback literacy. A total of 24 Swedish teachers from primary, lower secondary, upper secondary, and vocational education answered a qualitative questionnaire. The data were analysed with theory-driven content analysis. The analysis revealed that the descriptions predominantly aligned with the macro and meso levels. The teachers employed several feedback practices in Swedish lessons, such as teacher feedback, peer feedback and self-assessment, and expressed positive perceptions of collaboration in subject groups. However, the use of artificial intelligence in feedback processes was absent, and some teachers did not teach the students what the significance of feedback is for language learning. These findings suggest that Swedish teachers would benefit from additional support to enhance their feedback literacy at all levels.
Millainen kirjoittaja olen? Kielten yliopisto-opiskelijoiden näkemyksiä kirjoittajuudesta
The article explores 131 university students’ self-perceptions as multilingual writers. Data was gathered from Master’s level language students (2021–2024), who wrote reflective descriptions of themselves as writers freely but with the help of guiding questions. Reflective writing was used to help students articulate their beliefs about writing and writer agency. NVivo was employed to analyse the data and create thematic categories that emerged from it. Findings indicate that language students are experienced writers, often writing in languages other than Finnish. The writer agency of many participants is linked to the identity they have developed at school. Students’ writing routines vary, and many still consider handwriting as a creative way of expressing themselves. The choice of writing device varies depending on the writer. Moreover, for some students, English often replaces Finnish as their primary writing language in their everyday life, influenced by academic demands and leisure activities.
Pakkomuuttajat ruotsin kielen oppijoina ja käyttäjinä – kielellisen kansalaisuuden teemoja suomenruotsalaisissa sanomalehdissä
In this article, we examine the ways in which the learning and use of Swedish by forced migrants is discussed in the three prominent Finnish Swedish-language newspapers Hufvudstadsbladet, Vasabladet and Västra Nyland. We focus on themes emerging in newspaper articles about the language choices of asylum seekers mainly from the Middle East (years 2015–2016) and of beneficiaries of temporary protection from Ukraine (years 2022–2023). First, we review forced migration and integration in Finland via Swedish from the perspectives of terminology, statistics, legislation and previous media research. We then consider the premise of linguistic citizenship (Stroud 2001, 2018; Stroud & Heugh 2004) and review key features of media discourses of immigration in research literature. In the analysis, we examine four main themes in our data – (1) who get to speak about Swedish in the articles, (2) the perceived easiness of Swedish, (3) Swedish as an alternative to Finnish, and (4) the wider Swedish-language area. Finally, we discuss the findings in a broader societal context.
Promoting L2 English speech fluency in Finnish general upper secondary education: An analysis of textbooks and teachers’ perceptions
This article addresses how speech fluency is promoted in general upper secondary education in Finland. Promoting speech fluency was examined from two perspectives: an analysis of activities in textbooks and teachers’ views of the usefulness of textbooks in teaching fluency. The textbook analysis included 32 English textbooks from four textbook series. Teachers’ perceptions were studied with a questionnaire that was answered by 26 English teachers. The results demonstrate that there were 64 fluency-focused activities in the 32 textbooks. Over 80% of the participants wished to have more fluency-enhancing activities in textbooks, yet, over 60% were satisfied with the number of fluency activities. The results suggest that the importance of speech fluency is recognised in textbooks and by teachers, but teachers are expected to supplement textbooks with other fluency-focused activities. A large variety of fluency activities in textbooks would be beneficial to facilitate learners’ fluency development in an ideal way.
Gender, fear, and right-wing populism: A study of Facebook representations of female leaders in the context of femonationalism
The concept of femonationalism refers to the strategic appropriation of feminist ideals for anti-Muslim and anti-immigration politics. This article analyzes how right-wing populist leaders Alice Weidel (Alternative für Deutschland, Germany) and Riikka Purra (The Finns Party, Finland) employ the femonationalist rhetoric in their Facebook posts between 2022 and 2025. Using the Discourse-Historical Approach, the study examines how gendered narratives are used to legitimize nationalist and exclusionary agendas. A qualitative analysis of the Facebook posts identifies three categories: criticism of feminism, threat narratives about Muslim men, and personal positioning. The analysis shows how the politicians combine rejection of feminism with selective appeals to women’s rights. This rhetorical strategy is described as calculated ambivalence, enabling right-wing populist actors to reject feminist positions while simultaneously invoking gender equality – thereby legitimizing exclusionary policies. The findings reveal how femonationalism functions as a persuasive and affectively charged strategy in digital right-wing populist communication.
Kansanlingvistiikasta kansalaislingvistiikkaan: kielikäsitystutkimusta reflektiivisen kanssatutkimuksen keinoin
This methodological article deals with a sociolinguistic co-research project exploring social awareness of linguistic variation and change, in collaboration with academic researchers, student assistants and lay participants. Co-research was applied in four co-study contexts of which two were organized as single workshops, two in the form of courses. The article concentrates on the latter ones involving high schoolers with varying language backgrounds and adults with also varying professional backgrounds. The article reviews the epistemological and theoretical starting points for co-researching of approaches to language and ‘language regard’ (Preston 2011, 2013) in this collaboration. The focus of the article is twofold: First, the methodology of the co-research practice based on principles of Citizen Science (CS) is presented. Second, since personal relevance is one of the important principles of CS, we address co-researchers’ experiences and feedback of the co-research process and the overall collaboration.
Osallisuuden kokemus verkkovälitteisessä kieltenopetuksessa: mahdollisuuksia, haasteita ja tasa-arvon näkökulmia
This study explores the factors influencing students’ sense of belonging in online language learning environments, focusing on how technology both enables and constrains participation and agency. The research question is: What factors shape the experience of belonging in an online learning environment? The data consists of 11 thematic interviews analysed through data-driven content analysis. The findings highlight the multifaceted nature of belonging in online language education, showing that flexible participation modes and the possibility to control one’s visibility significantly affect students’ sense of belonging. Additionally, the study points to challenges such as technical issues and feelings of isolation, emphasizing the importance of thoughtful pedagogical design and inclusive practices. The experiences of students with special needs illustrate how online environments can promote equity by accommodating individual differences and reducing participation barriers. These results underscore the critical role of adaptive and inclusive teaching strategies in fostering meaningful belonging in technology-mediated language learning.
Normipuheen diskursseja: kielen muuttuvat normit kyselyvastauksissa
The article examines two metapragmatic discourses in survey data focusing on standard language norms. Open survey answers are approached from a dialogical perspective on norms, as reflexive articulations of metapragmatic models within which language use is seen as indexing specific social personae. First, in the discourse of social differentiation, the informants place both specific grammatical features and abstract orientations to language use as emblems that index, e.g., lack of education or uninformed, strict language attitude. Second, in the discourse of weighing perspectives, the informants orient to competing norm centers. On the one hand, they articulate a contradiction between rational understanding of language and personal feelings. On the other hand, they weigh up different requirements for language planning, thereby constructing an identity as a language-aware person. The role of understanding language change is placed at the core of metapragmatically categorizing self and others in relation to standard language norms.
Soveltava kielitiede tutkimuksellisia siltoja rakentamassa
Aika ajoin herää keskustelu soveltavan kielentutkimuksen luonteesta. Yksimielisyyttä asiasta ei luonnollisesti ole, mutta tutkimusalan ytimessä on asemoituminen kielentutkimuksen ja eri toimintaympäristöjen väliin, mikä mahdollistaa monenlaisia tutkimuskohteita ja -asetelmia sekä yhteistyötä eri toimijoiden välillä. Vuoden 2023 AFinLAn syyssymposiumin ja 2024 vuosikirjan teemaksi valittiin Tutkimuksellisia siltoja rakentamassa. Tutkimuksellisilla silloilla tarkoitamme erilaisia yhteyksiä kaikilla tutkimuksen tasoilla, olipa kyse tutkimusmenetelmistä, aineistotyypeistä, teoriasuuntauksista, paradigmoista, kielikäsityksistä tai tieteenaloista. Tässä johdantoartikkelissa perustelemme teeman valintaa ja esittelemme julkaisuun valittuja artikkeleita, jotka tuovat esiin erilaisia tutkimuksellisia siltoja. Artikkeleissa käsitellään niin soveltavan kielentutkimuksen vankkaa ydinaluetta, kielikasvatusta, kuin kurotetaan muihinkin toimintaympäristöihin, joissa kieli ja kielenkäyttö ovat merkityksellinen osa ammatillista toimintaa. Tämä julkaisu osallistuu keskusteluun soveltavan kielentutkimuksen tutkimuskohteesta ja merkityksestä kielentutkimukselle. Julkaisun tavoitteena on laajentaa ja monipuolistaa soveltavan kielentutkimuksen piirissä tehtävää tutkimusta ja kannustaa pohtimaan uusia ja luovia ratkaisuja kielen ja sosiaalisen kontekstin vuorovaikutuksen tarkasteluun.
Tietoturvan ja sisällöllisen saavutettavuuden diskurssit pankkialalla
The aim of the study is to find out how banks’ accessibility experts and customer service staff talk about the accessibility and information security of online banking services. The focus is on content accessibility, in which the content of the communication is understandable and easy to adopt. Research material was collected from accessibility experts and customer service representatives through interviews and a survey. Discourse analysis is used as a method of analysis. The results of the study show that content accessibility and information security are approached through equality, the bank’s reputation, and the security of services. As a conclusion of the study, it can be stated that information security offers a concrete perspective on content accessibility and emphasizes that it is an advantage for the bank to meet more than the minimum accessibility requirements in its online banking services, whereby the meaning of the language used in the content of the services is emphasized.
“I could learn more words”: Involving stakeholders in defining L2 English reading constructs in diagnostic and dynamic assessment
There has been a growing effort to combine two L2 (second/foreign language) assessment frameworks that aim to promote student learning but have different theoretical roots – diagnostic and dynamic assessment. This paper focuses on identifying and operationalising L2 English reading constructs in such a novel assessment framework. We will argue that constructs in this assessment framework should include a view of how they develop and, ultimately, actions that should be taken to guide this development. Focusing on the data from teachers (n=43) and learners (n=725) but also Matriculation Examination item writers and raters (censors; n=22), we propose a procedure for defining and operationalising assessed constructs that combines their theoretical understanding and conceptions, understandings, and actions by these stakeholders. We discuss these data with reference to how constructs and their development are understood in the two assessment frameworks.
Vastasaapuneiden oppilaiden tiedonalakohtaisten lukutaitojen arviointi: Kielididaktinen näkökulma oppimisen tukeen
The purpose of preparatory education is to familiarise newly arrived pupils with the language of instruction and the school system so that they achieve the skills needed in attending basic education. In this paper, we introduce and examine an assessment tool, “Valu”, designed to assess newly arrived pupils’ disciplinary literacy skills in Finnish in this critical phase. We analyse assessment data and our observations from the first piloting round of the tool, to gain understanding about how primary school pupils’ literacy can be assessed in Finnish language and literature, and mathematics, and about the support the pupils need in completing the tasks. Our findings highlight the importance of teachers’ interactionist support, even though the pupils show signs of learning how to utilise the interventionist support within the Valu tool. Newly arrived pupils studying Finnish language and literature, and mathematics can be supported by recognising what kind of support they need and where.
Language and spatiality in the study of migrants’ integration into Finnish working life: Building bridges between applied linguistics and geography
While several studies have addressed migrants’ status at the Finnish job market as well as multicultural and multilingual workplace interaction, there is a lack of research that ties these more closely with questions of spatiality. Through discourse analysis, this article examines the interrelationships of language, work, and place in three data sets collected around Finland. The purpose is to better understand how experiential place and geographical space matter in the discourses construed of and by migrants working or seeking employment in Finland. The findings show that different understandings of spatiality feed into one another and affect employment opportunities, requirements for language skills in the workplace and how the relationship between language competence and professional skills is challenged and negotiated.
Luonteenvahvuuksien hyödyntäminen aikuisten suomen kielen oppimisessa
In this article, I will explore how to utilize character strengths in Finnish language learning. This study relies on VIA strengths inventory (Peterson & Seligman 2004). I will examine which character strengths adult Finnish learners utilize and how character strengths are related to learning Finnish, as well as participants’ beliefs regarding character strength intervention. The data of this qualitative study consist of an online questionnaire (n=32), individual and group info meetings online (n=21), character strengths intervention (n=8) and final interviews (n=4). The data were analyzed using content analysis. The results indicate that while some strengths are easily applicable to learning Finnish, others prove challenging to employ in language learning. Furthermore, the findings suggest that while participants found the character strength exercise interesting and enlightening, they expressed a desire for examples demonstrating the application of strengths, along with guidance on identifying and utilizing them.
Scaffolding learning through reflection: Finnish language students recycling, negotiating, and reinterpreting instructions in a portfolio assignment
Students’ everyday life interactions in the wild are an important resource for their language learning, and reflection helps in utilizing the learning potential of these experiences. Students need scaffolding to benefit from reflection, and task design must support learners’ agency. These requirements suggest a need to examine and develop such reflection tasks. This paper examines a portfolio task developed by the teacher-researcher to enhance students’ learning in the wild as part of an U.S. university-level Finnish Studies program. Drawing on nexus analysis and using discourse analysis, the paper maps and analyzes how phrases from the instructions circulate to the subsequent reflections, and what the implications of this circulation are for the discourses created as well as for learning. The analysis reveals how the students recycle, negotiate, and reinterpret phrases from the original task, and how the task scaffolds the reflections. Pedagogical implications focus on how the task can be developed. The author advocates for the use of nexus analysis in teacher research to bridge research practice with task development and instructional change. As part of their training, pre-service teachers are recommended to collect and analyze student data to study the implications of the learning tasks they develop and use.
Laki niin kuin se luetaan – säädöskielen käytettävyyttä tutkimassa
The article looks at how readers understand legal text, which characteristics cause difficulties, and which facilitate understanding. The method used is protocol analysis. It examines a subject’s reading process, highlighting the features that affect reading and understanding. Subjects read test texts while verbalizing their reading experience, and their thinking aloud is recorded, transcribed, and analyzed. Subjects include lawyers, officials, and laypeople, and test materials contain extracts from the Finnish Inheritance Code, the Income Tax Act, and the Working Time Act. The results show the impact of different textual elements on comprehension and usability.
Vaativaa vai vahingollista valmentamista – missä menee raja? Suomalaisten päivälehtien uutisointi valmentajien epäasiallisesta käytöksestä ja negatiivisesta palautediskurssista urheiluvalmennuksessa
In this article, we focus on Finnish daily newspapers’ coverage of inappropriate behaviour and negative feedback from sports coaches towards their trainees. The aim of the study is to explore the reported content and meanings of the feedback given by coaches and highlight the negative feedback discourses produced by the news in which the coach’s biopower is directed at the athlete. The research data consists of 23 sports news articles published in 16 different daily newspapers. The data was collected from the digital newspaper service epress.fi, using the search command “valmentajan epäasiallinen*” (eng. “coach’s inappropriate*”). Our research method is based on critical discourse analysis and its key concepts such as biopower, discourse practice, sociocultural practice, ideology, hegemony and discursive field, but otherwise, we combine different discourse theories relatively freely in our analysis.
valmentajan epäasiallinen käytös ja palaute
Contrasting discourses: Digital precariat or flexible entrepreneurship? A corpus-assisted discourse analysis of platform work in German and Finnish business newspapers
Platform work as a new form of work is a globally discussed research topic in various research fields, such as social sciences, economics and labour law. Previous research identifies the significant impact platforms have on work, labour market and society. This article brings a linguistic approach to the topic, analyzing and comparing the discussion on platform work in German and Finnish business newspapers in 2017–2021. The corpus-assisted discourse analysis shows that platform work is discussed in both media partly in same contexts, such as in platform work’s effect on labour market and society, the unclear employment status and the need for stronger regulation. However, the analysis is able to tease out aspects and distinctions of platform work in the media not shown previously. Findings show that the German Handelsblatt represents platform work as a challenge to society with strong regulation requests, whereas the Finnish Kauppalehti highlights the possibilities platform work provides to entrepreneurship and labour market.
”Kieli oli tässä kohtaa vain väline” – kulttuuritulkkien, opettajien ja kuraattoreiden näkemyksiä kielestä ja kulttuuritulkkien roolista
Alongside public service interpreting consisting of language interpretation, many institutions, including institutions of learning, increasingly use intercultural mediators to communicate with migrants. Drawing on the research tradition of sociology of translation, we analyze our data from two perspectives, mobilizing the sociological concepts of role, agency, and (affective) facework, as well as the linguistic anthropological concept of language ideology. The data consist of semi-structured thematic interviews with intercultural mediators and teachers and school social workers who work with them. The analysis shows that intercultural mediators’ affective labor, based on their broad agency, is fundamental in building trust between migrant families and the school. Intercultural mediation is different from public service interpreting, where monolithic, referential language ideologies are often felt to prevent the achievement of mutual understanding between the participants.
Käyttäjäkeskeisyys osallisuuden mahdollistajana Valvotun tapaamisen säännöt -sarjakuva-asiakirjassa
In this study, I conducted a functional text analysis on the Valvotun tapaamisen säännöt comic document which presents the rules of supervised visitation. After exploring theory of comic documents, user-centred communication and social inclusion, I analyse the user’s role extratextually and as a character in the text. I examine the user-centredness of the document and how it can enable social inclusion. The results indicate that both the comic document and its communicative context are in many ways user-centred. User-centredness is constructed through multimodal, cognitively accessible communication and intratextual representation of the user as an active participant in the visitation process. The comic format supports social inclusion through cognitive accessibility and by making the user an active participant in the communicative situation. The visual language of comics can motivate closer reading of the document, enabling the user to better understand the rules and follow them, if they so choose.
Luokanopettajaopiskelijat kielellisiä havaintojaan selittämässä
In light of previous research, it is important to examine class teachers’ perceptions of language so that we can develop pedagogical practices to evoke pupils’ interest and enthusiasm towards the language. In this article, we study what student teachers perceive about language and how they conceptualise their perceptions. We examined 264 student teachers’ interpretations of two sentences with different ambiguities and a nonsense sentence. The data were analysed using both theory- and data-driven qualitative content analysis. The results showed that many students already had a high level of metalinguistic competence: they perceived the ambiguity of the sentences, approached the nonsense sentence with relevant concepts and were able to explicate their linguistic deduction. However, some of the students had challenges, for example in using metalanguage, or they perceived the sentences mainly from a normative perspective. The results can be utilized in developing teaching practices in teacher education and in enhancing the language awareness of student teachers.
Näkymättömyysviitta ja tuntoisuuskysymys – kielenomistajuus, kehollisuus ja tila kielikeskusopiskelijoiden kertomina
This article examines university students’ experiences with the embodied and spatial aspects of language learning and use, along with the concept of language ownership. Bridging sociolinguistics, cognitive science, and the phenomenology of embodiment, the study is based on 11 thematic interviews with students who have taken at least one language course at a Finnish university language center. Our data illustrates how language users describe their bodily and spatial language experiences. We also demonstrate that language ownership, akin to grounded cognition, exists at the intersection of sensory perception, the external body as the object of perception, and the material and social environment. This research enriches the discussion on language learning environments and practices in higher education, while providing an interdisciplinary perspective on sociolinguistic concepts.
Perspectives on Language and Participation
Kielellä on suuri merkitys yhteiskunnallisen osallisuuden ja yhteiskuntaan osallistumisen mahdollistajana ja rajoittajana. Kielellisen diversiteetin lisääntyessä koulutuksessa, työelämässä ja yhteiskunnassa ylipäätään on tärkeää ymmärtää, mitä osallistuminen vaatii yksilöiltä ja miten instituutiot voivat tukea osallisuutta. Vuosikirjan artikkelit tarkastelevat osallisuuden käsitettä suhteessa kieleen, sosiaaliseen oikeudenmukaisuuteen ja inkluusioon ja pohtivat, miten kielelliset valinnat ja erilaisten kielellisten resurssien käyttö voivat joko tukea tai estää osallistumista. Vuosikirja haastaa ajatuksen siitä, että tietyn kansalliskielen oppiminen takaisi osallistumisen mahdollisuudet, ja korostaa sen sijaan inklusiivisten käytänteiden tarpeellisuutta ja yksikielisiä ideologioita laajempaa ymmärrystä kielellisestä kompetenssista. Kaiken kaikkiaan vuosikirja tarjoaa näkymän yhteiskunnallisesti vaikuttavan soveltavan kielitieteen kenttään Suomessa ja laajemminkin.
”Opiskelen joka päivä vaikka on raskasta.” Monikielisten korkeakouluopiskelijoiden kuvauksia suomenkielisissä tutkinto-ohjelmissa opiskelusta
Higher education students with a multilingual background are a small but growing group in Finnish-language degree programmes. In this article, we present the results of the first phase of our longitudinal study in which we use written descriptions and qualitative thematic analysis to examine these students’ experiences of coping in higher education in relation to their Finnish language skills. The data consist of the responses of 261 students to a web survey, with a focus on the students’ written descriptions of coping with their studies. Five main themes emerged in the data: 1) the overload caused by the feeling that studying takes a lot of time, 2) the independence of studying in academia and its consequences, 3) the effects of the progress of studies and the language proficiency level on the perceptions of coping, 4) comparing oneself to what we call here cis-speakers of Finnish language, and 5) the psychosocial burden of studying in Finnish. In addition, we present students’ experiences of receiving support for studying in Finnish.