On a crisp winter morning, a group of 17 international students from the Philosophical Faculty’s English-instructed programs at our university—namely the Master’s Degree Programme in Early Language Education for Intercultural Communication, the Master’s Degree Programme in Pedagogy and Teaching for Sustainability, and the Bachelor’s Degree Programme in Lifelong Learning and Sustainable Development—arrived at Rajalan koulu in Kuopio. Organized by Professor Ritva Kantelinen, this visit offered us a meaningful opportunity to gain firsthand insights as we observed, interacted with, and learned from an educational environment that fully embraces cultural and linguistic diversity. Our group, composed of individuals from a wide range of national, cultural, and linguistic backgrounds, was eager to see how Rajalan koulu’s teaching practices, especially in its bilingual and preparatory classrooms, support pupils with diverse origins and varying competencies.
Rajalan koulu stands out for its bilingual and music-focused streams, as well as its carefully structured preparatory classes for those new to the Finnish education system. By integrating English-medium instruction across multiple subjects—ranging from mathematics to science lessons—Rajalan koulu encourages pupils to develop fluency and confidence in both Finnish and English. The preparatory programs not only strengthen the language skills of pupils whose first language is not Finnish but also help them build a sense of belonging and cultural understanding, ensuring that all feel welcome and supported as they learn.
Our day-long visit was guided by Joanne Jalkanen, a teacher within the bilingual stream whose extensive experience and deep understanding of the curriculum enriched our observation. From the moment we stepped into the school, Joanne’s explanations helped us understand how bilingual teaching is integrated into everyday classroom activities.
During our time at Rajalan koulu, we were welcomed into bilingual classrooms where we saw how effortlessly pupils switch between two languages. We were impressed by their eagerness to speak, present, and even engage in question-and-answer sessions with us. We also visited preparatory classes, where pupils from diverse cultural and linguistic backgrounds were at various stages—some had only recently arrived in Finland, while others were already well on their way to integrating into the Finnish school system. Our conversations with teachers acknowledged the complexities of managing such diversity, yet their sense of fulfillment in seeing these young learners progress was evident.
A particular highlight was participating in a “Show and Tell” session with sixth graders, who presented items from their daily lives with strong oral fluency, thoughtful reasoning, and remarkable confidence. Their willingness to interact with us, as international visitors, spoke volumes about how effectively Rajalan koulu prepares pupils for global citizenship.
Perhaps one of the most heartening moments was seeing pupils who shared cultural backgrounds with members of our visiting group. Witnessing them adapt and make steady progress in Finnish schooling was both inspiring and reassuring.
As our time at Rajala school drew to a close, the visit offered more than just a glimpse into a bilingual and inclusive educational setting. For our group—many of whom are future teachers and educators—this firsthand experience broadened our understanding of teaching and will guide us in creating classrooms where diversity is celebrated and every pupil can be successful.
Below, we present three personal reflections from our participants, each offering a unique lens on the Rajalan koulu experience:
Name: Rue Kim
Study program: Lifelong Learning and Sustainable Development
Home country: South Korea
“Visiting Rajalan koulu was a simply unforgettable experience that allowed me to see how the Finnish education system is passionately trying to achieve ‘inclusivity’ and ‘equity’ in a classroom setting. I found it astonishing even younger students were capable of instantly switching their language to English and sharing their opinions with classmates freely. It shows how naturally Rajalan koulu students are embracing Finnish and English without feeling pressured to make some mistakes. Having a conversation with senior teachers also let me know about the notable features of the school. For instance, they have their own criteria to assess students who might need some additional support to follow the class adequately. We met so many students with different cultural backgrounds which means, there are many students whose native language is not Finnish who are also following the school’s curriculum well by getting support from the school. I was lucky enough to have a short conversation with an East Asian kid there, and just seeing him enjoying his time there made me feel genuinely happy too. It is, and will always be one of the endearing memories that I've had in Finland.”
Name: Madhuvanthi. Vivek
Study program: Early Language Education for Intercultural Communication (1st year student)
Home country: India
“The visit to Rajalan koulu, Kuopio was an eagerly awaited event for many of us, as it was our first in-person experience with the Finnish education system. We were graciously greeted with a thoughtfully crafted itinerary by the teacher in charge, Ms. Joanne Jalkanen. We dispersed in small groups to visit the classes. I had the opportunity to attend a bilingual Grade 4 Science class, Grade 1 English class, Grade 2 Math class, and Grade 6 presentations. We were served delicious lunch in the school cafeteria. I absorbed every minute of this live immersion in Finnish classrooms, which was accessible only via books and videos on the Finnish school system so far. What really impressed me was the calm demeanor of the teachers, their preparation and knowledge for conducting a bilingual class, valuing every child’s contribution to the class activity, and at the same time acknowledging space and time for unassuming learners. Joanne’s Grade 2 Math class, was an epitome of student agency, with a high emphasis on collaborative classroom practices and responsible use of classroom resources. In fact, I could see the strong focus on teamwork as a cultural practice in most classrooms, a vital application skill for effectively engaging with diverse learner profiles. All through the classes of the day, children were given regular breaks outdoors for physical activity and fresh air under careful supervision. I am profoundly grateful to Ritva, our academic in charge of the ELEIC program, for this valuable learning opportunity. My sincere gratitude to the principal and teachers of Rajalan koulu for their kind hospitality and for allowing future visits, through internships to the school as well. This was a crowning moment for us and I can't wait to visit the school again.”
Name: Yoshitha Vidanagamage
Study program: Early Language Education for Intercultural Communication (2nd year student)
Home country: Sri Lanka
"During our visit to Rajalan koulu in Kuopio, I had the opportunity to observe bilingual classrooms and a preparatory Finnish class with students from diverse linguistic and cultural backgrounds. It was inspiring to see how the school encourages a sense of belonging and safety for immigrant and refugee children, many of whom speak languages other than Finnish. The teachers' ability to create a warm and inclusive environment stood out to me as a model for effective intercultural communication in education. I was particularly moved by the children’s engagement and the use of various interactive teaching methods. These approaches not only supported language learning, but also encouraged collaboration and mutual respect among the students. As an aspiring educator, this experience reinforced the importance of building trust and adapting teaching practices to meet the needs of culturally diverse learners. The visit provided valuable insights into the Finnish education system’s commitment to equity and inclusion, which I will carry forward in my journey as an educator.”