Study Guide

Objective

The students can function according to the socio-pedagogical orientation. They can appropriately support and guide the everyday activities of both individuals and groups. During the internship, the students interact with service users in social services. The students can act as members of a team, work in a goal-oriented manner and evaluate their activities. They are able to act in situations where emergency medical care is needed.

Language or language-aware goals of the course (Finnish) are specified for each student depending on their levels of language competence.

A1: The students learn as observers the communication environment and the communication situations of the internship. They recognize the different communication roles of the professionals and communication goals in different situations. They increase their skills in interpreting oral communication situations based on extra lingual cues (e.g. tone of voice, gestures, facial expressions, body language, length of speech lines, participants, communication environment, duration of the situation), and are able to pick up frequently repeated words (greetings, key words and phrases related to situations) from the speech flow, even if they do not always perceive the deeper meanings of situations. The students also participate in the discussion in Finnish in short, predictable, and routine situations (greetings, asking for how people are, introductions).

A2: The students become familiar with the communication environment and communication situations of the internship. They identify different communication roles and communication goals of the professionals in different situations. The students can interpret oral communication situations with the help of extra lingual cues (e.g. tone of voice, gestures, body language, length of speech lines, the participants, communication environment, duration of the situation), and are able to pick up frequently repeated words from the speech flow (greetings, key words related to situations, introductions, explanations) and utilize them in their speech. The students take part in the conversation in Finnish in predictable and routine-like situations (greetings, asking for how one is, introductions, explaining, and describing)

B1–B2: The students become familiar with the communication environment and communication situations of the internship. They are able to act appropriately in various communication situations and participate actively and proactively in discussions at the workplace. The students are able to support the language learner in routine-like communication situations. They are also able to follow even more complex communication situations and act in them quite effortlessly, even if they would not participate in them as active communicators.

C1 – C2 (also native Finnish speakers): The students become familiar with the communication environment and communication situations of the internship. The students are able to act in different communication situations appropriately and as conscious linguistic participants utilising both plain language and the communication environment. The students participate actively and proactively in the workplace discussions and are able to independently support the language learner during the communication situations at work.

Content

Internship in the operational environments in social services. Language training supports the language learning of the students (at A1-B2 levels) and a language-conscious approach to work (at C1-C2 levels). At the A1 level, the students are instructed to pair up with the students with Finnish language skills for their internship. The students use self-assessment tool to evaluate their own Finnish language skills before and after the internship as part of their language PSP.

The course includes 1 ECTS credit emergency first aid.

Prerequisites

The students have completed the course: Introduction to Social Pedagogy. The prior language proficiency equals at least the level A1.1 at the Common European Framework of Reference.

Assessment criteria, satisfactory (1)

Framework of evaluation is as an attachment in the Curriculum's description.

Assessment criteria, approved/failed

Framework of evaluation is as an attachment in the Curriculum's description.

Further information

Students on early education path must implement the internship in early education field.