The goal of the Optimo project is to enhance teachers' knowledge and skills in speaking a second or foreign language as well as in teaching this skill. Additionally, we aim to provide various exercises and methods for use in lessons. The project is based on the idea that language serves as a key to integrating into another culture and opens new doors for immigrants. From the perspective of interaction, oral language skills are particularly important.
 

Before we can delve deeper into the various aspects of oral competence, we must first define what it actually means and how it can be learned.

 

Oral Competence – What Does It Actually Mean?

Speaking is naturally a crucial part of oral competence. According to the Common European Framework of Reference (CEFR), a speaker capable of independent language use masters the vocabulary and structures of the target language, pronounces intelligibly, and can produce continuous speech, among other skills. However, if a speaker wants to do more than just perform monologues, they must also know how to listen, understand non-verbal cues, and engage in social interaction in different situations. Language proficiency, in addition to comprehension and production, also includes cultural understanding, argumentation skills, and presentation abilities. In other words, if we want to help students develop their oral competence, we must consider various perspectives and also help learners understand their significance. (See e.g., Husain 2015, Lintunen & Dufva 2017)

Language use is based on the ability to understand others’ communication and to convey one’s own thoughts—in other words, interaction. Therefore, it is natural to develop language skills together with others, and most of the materials in the Optimo project are designed for pair or group discussions. However, some of the speaking skills mentioned above can also be practiced individually, so the project also includes such exercises along with tips for teachers on how to utilize them.

​
 

Approaches to Language Teaching

The cognitive approach to language teaching has influenced how we examine and assess language, typically through different components—reading, writing, listening, and speaking. According to the cognitive perspective, things should be taught from easier to more difficult, which may overlook learners’ actual language use needs. Usage-based approaches challenge the cognitive, individual-centered view of learning and emphasize social interaction and language use as the primary learning methods: through them, learners observe language and acquire forms and meanings. The sociocultural approach, on the other hand, views language as a means of gaining membership in a community (e.g., school, work): language must be learned in a way that enables functioning in different situations. (See e.g., Vaarala, H., Reiman, N., Jalkanen, J., & Nissilä, L. 2016)
 

Today’s language teaching plans and practices incorporate various approaches, but the assessment criteria of the CEFR are largely based on a functional view (Halliday 2014) of what the learner can do with the language—i.e., what kinds of language use situations they can handle and what kind of interaction they can engage in. Language is usually viewed holistically: it is seen as a complex whole influenced not only by the learner but also by other people and the surrounding life with its different language use situations.
 

In the Optimo project, we specifically examine language as a tool and enabler of communication. The project involves language teachers from four different language areas, and the taught languages do not share the same grammar, phraseology, or pronunciation. The focus is on verbalizing thoughts and strengthening interaction through various exercises, as well as encouraging reflection on how these skills can be further developed both inside and outside the classroom.

 

The Development and Enhancement of Language Skills

In addition to guiding learners, teachers should also observe them: there is no single path by which all learners achieve their desired language level, as individual language skill needs influence the learning process. Similarly, teachers should consider how they view learning and what kinds of activities could help achieve learning objectives. (Aalto, Tukia & Mustonen 2010)
 

During the planning phase of the Optimo project, we began to consider all the factors that influence language learning and use. These include the learner’s personality, cognitive abilities, previously acquired skills, and life situation. Our idea is that, for language development, one should occasionally pause to reflect on the following:
 

• What are the learner’s language use needs? In what situations should they be able to communicate?

• What skills does the learner currently have? What is their general language proficiency level (e.g., A1), and how do they perform according to different assessment criteria (e.g., accuracy and range)?

• What specific skills does the learner need to develop to enhance their language proficiency? Do they need practice in pronunciation or a particular grammar aspect?

• What is the learner ready to adopt? What kinds of challenges will benefit them?

• What are the learner’s learning abilities and study techniques? What kind of guidance do they need in their learning?

• What possible challenges does the learner face, and how can these be addressed in teaching? Challenges can range from trauma to time management issues.

• What kind of person is the learner—what kind of teacher support will benefit them? Do they need encouragement, challenges, or something else?
   

Language skills develop at different rates and directions for different individuals, but teachers can still play a significant role in the process. The most important thing is that teachers are interested in their students and aware of the various aspects they can focus on. In the Optimo project, we aim to explore different phenomena related to language learning and offer exercises to support language development. Hopefully, these will also serve as sources of inspiration.

 

Further Reading
Aalto, Eija, Tukia, Kaisa & Mustonen, Sanna (2010): Oppimisen prosessia ohjaamassa. Teoksessa H.Tani & L.Nissilä (toim.) Tasolta toiselle: opas kielitaidon tasojen kuvausasteikon käyttöön suomi toisena kielenä -opetuksessa. Opetushallitus.

 

M.A.K. Halliday, Christian M.I.M. Matthiessen, Michael Halliday, Christian Matthiessen (2014): An Introduction to Functional Grammar

Husain, Noushad (2015): Language and language skills. Available: https://www.researchgate.net/profile/Noushad-Husain/publication/274310952_Language_and_Language_Skills/links/551ac5730cf2fdce843775c0/Language-and-Language-Skills.pdf

Lintunen, Pekka & Dufva, Hannele 2017: Suullinen kielitaito: mallit ja tavoitteet. – E. Tergujeff & M. Kautonen (toim.), Suullinen kielitaito. Opi, opeta, arvioi, s. 42–57. Helsinki: Otava.

Vaarala, H., Reiman, N., Jalkanen, J., & Nissilä, L. (2016).  Kieli- ja kielenoppimiskäsitysten muutos. Teoksessa Tilanne päällä! Näkökulmia S2-opetukseen (luku 2.4). Opetushallitus.