Voices of international and Finnish staff in HAMK’s Language Buddy pilot project

From autumn 2024 to spring 2025, HAMK organised for international staff members a pilot for learning Finnish as a second language. In connection with this pilot, international staff members were given space to share their experiences and ideas, with the aim of helping the organization better understand how the work community could support Finnish language learning. I am an international staff member myself, and I shared, for example, my experience of occasionally seeking help from my Finnish-speaking friend in understanding Finnish vocabulary, idiomatic expressions, and general questions related to life in Finland. These kinds of interactions created the idea of fostering further connections between Finnish and international staff members at HAMK, with a view on facilitating opportunities for mutual support and cultural exchange.

Turning this idea into action, the Language Buddy pilot project (Kielikaveritoiminta) was launched at Häme University of Applied Sciences (HAMK) in January 2025 and it ran until May 2025. In this way, also the Language Buddy initiative is part of HAMK’s broader efforts to support international staff members in learning Finnish at their workplace environment. In this context, international staff member refers to a person living in Finland who has registered as their native language some other language than Finnish, Swedish, Northern Saami, Inari Saami or Skolt Saami.

The core aim of the Language Buddy pilot project was to build friendships and promote integration through informal language practice and shared experiences. One of the key conditions of the project was to pair individuals from different departments who had not previously met. This approach aimed to strengthen the sense of community within HAMK where many employees work in the same environment but may not know one another personally. Additionally, it was important to match participants from the same campus to facilitate face-to-face meetings and encourage regular interaction.

The Language Buddy pilot project at HAMK engaged a total of 24 staff members: 12 Finnish and 12 international employees. Although most participants were based at the Hämeenlinna University Centre, a few from the Lepaa campus also showed interest.

An introductory meeting was held via Teams in January 2025 to launch the project. During this session, participants were informed about the practical aspects of the initiative, including preferences for meeting schedules and suggested activities. It was recommended that participants meet once a week, although bi-weekly meetings were also considered acceptable. Regular interaction was emphasized as essential, given that language learning requires consistent practice and exposure.

Participants were encouraged to spend approximately one hour per week together during working hours, engaging in informal, real-life activities. These included visiting a local library or bookstore, playing board games, shopping at a nearby store or market, having lunch or a snack either at the office or in a local restaurant, taking a walk around the city centre or by the lake, and enjoying a coffee break at a local cafe or on campus.

The pairs were pre-assigned by the project organizers, and it was the responsibility of each pair to coordinate a suitable meeting time and mark it in their work calendars.

Workplace integration

According to the Government Integration Programme 2024–2027, one of the key measures is to promote opportunities for immigrants to integrate in both Finnish and Swedish languages (Bruun, 2025). To support this, the government has allocated funding and recruited personnel. Employment is central to integration and helps address labour shortages. Alongside employment, this policy emphasizes the importance of learning Finnish or Swedish and understanding the Finnish society. This is because language skills are seen to enhance integration and improve employment prospects (Bruun, 2025).

According to the recent memorandum “Immigration to Finland: Need, Volume and Effects” by ETLA Economic Research, immigration to Finland is increasingly driven by work and study (Kangasharju, 2024). This shift is seen as especially important for the Finnish economy, as immigrants who arrive for employment or educational purposes tend to contribute more directly than those coming for family or humanitarian reasons. One area where this impact is especially visible is higher education. For example, in 2022 there were 30,000 international students enrolled in Finnish higher education institutions (Kangasharju, 2024).

As the memorandum points out, many of these students transition into the Finnish labour market after graduation, so that 55% of people who graduated in 2021 were employed by the end of the following year (Kangasharju, 2024). Employment outcomes have been seen to be particularly strong for graduates from universities of applied sciences, especially in health, social services, and ICT fields. Encouragingly, the memorandum also notes that a large share of international graduates remains in the country: three years after completing their studies, 74% of bachelor’s, 67% of master’s, and 65% of doctoral graduates are still living in Finland. Although many immigrants initially face lower income and education recognition, their situation improves over time as they gain work experience, develop Finnish language skills, and adapt to the local labour market. These trends highlight the importance of supporting integration efforts, particularly language learning and workplace inclusion to fully harness the potential of highly educated people (Kangasharju, 2024).

Vanhanen et al. (2023) found that workplaces in Finland are increasingly viewing cultural diversity as a key resource, and several effective practices, such as mentoring, are already being applied across different sectors. Mentoring has proven to benefit everyone involved, as it promotes mutual integration between non-native Finnish-speaking employees, their colleagues, and the wider society. Feeling accepted and included in the workplace is therefore seen as an essential step toward deeper integration into Finnish society and the labour market (Vanhanen et al., 2023, p.83).

Workplace experiences help shape how immigrants see themselves as part of society. At the same time, immigrants contribute international knowledge to society, and as they work within Finnish workplaces, this knowledge gradually adapts and becomes a natural part of those communities (Katisko, 2011). Evidence from real-world cases shows that diverse work environments often benefit from improved customer service, enhanced recruitment capacity, broader cultural understanding, greater innovation, and a more supportive atmosphere (Vanhanen et al., 2023, p.81).

Comparing language buddy project and Language Cafés

Häme University of Applied Sciences has been organizing Language Cafés in collaboration with other organizations over the last two years, from 2023 to 2025, in three different cities: Riihimäki, Hämeenlinna, and Valkeakoski.

The first Language Café was held in Hämeenlinna in spring 2023, in cooperation with HAMK Talent Boost, Vanajavesi School, the Hämeenlinna City Library, and the Red Cross. This Language Café is still running in 2025 and is held at the Hämeenlinna City Library, although there have been slight changes in the cooperating organizations.

The second Language Café was established in Valkeakoski in autumn 2023 by HAMK Talent Boost and the Valkeakoski Lifelong Learning Centre. The career guidance specialists who previously represented Talent Boost now operate under HAMK Career Services, which has been rebranded to better support international students.

During the years 2022–2024, the OODI project was implemented with a special grant from the Ministry of Education and Culture. The aim of the project was to offer free education to Ukrainians with temporary protection status in Finland (Oodi, 2024). HAMK was part of this project, which was run by the Department of Continuous Learning.

As part of the OODI project, HAMK joined forces with the Red Cross in spring 2024 to facilitate the third Language Café in Riihimäki. In addition, the OODI project joined the existing language cafes in Hämeenlinna and Valkeakoski by bringing Ukrainian immigrants to participate and learn Finnish.

A key distinction between the Language Buddy pilot project and the Language Cafés initiated by HAMK in collaboration with other organizations lies in their structure and objectives. The Language Cafés operate on a fixed schedule throughout the academic year and are open to larger groups, welcoming both Finnish citizens and immigrants from diverse backgrounds. They do not require prior registration, which can make attendance unpredictable and sometimes result in an imbalance between Finnish-speaking participants and international attendees wishing to practice the language. According to research conducted in 2024, immigrants felt that the involvement of Finnish citizens in language cafes is essential for improving their Finnish skills and cultural integration (Martjanova, 2024).

These Language Cafés use learning materials prepared in advance by the organizers. The cafés in Hämeenlinna, Valkeakoski, and Riihimäki each featured different approaches. For example, the language cafes in Valkeakoski and Hämeenlinna are open to both Finns and immigrants. Participants gather in the same room and are divided into small groups, each sitting at separate tables to practice Finnish. Typically, one Finnish speaker is paired with two or three immigrants. While the groups are provided with supporting materials, they are also free to choose their own discussion topics and get to know each other in a relaxed setting (Martjanova, 2024).

In contrast, the Riihimäki Language Café was created specifically for Ukrainians and used a more structured approach, featuring interactive and visual learning tools. Participants particularly appreciated this method, and they also highlighted the important role the Red Cross played in supporting the integration of Ukrainians into Finnish society (Martjanova, 2024).

Another difference between the Language Buddy pilot project and the language cafes is the learning environment. Language café meetings typically take place in libraries or reserved indoor spaces and do not include outdoor or informal activities. In contrast, participants in the Language Buddy project are free to decide how to spend time together during working hours. This flexibility allows for outdoor activities such as walks or shared hobbies. Furthermore, Language Café participants often change from week to week, making it difficult to establish continuity or form deeper personal connections. In the Language Buddy project, participants are paired in advance and maintain regular interaction over four months, allowing their relationships to grow stronger week by week.

The Language Buddy project does not involve pre-prepared study materials. Instead, it emphasizes authentic conversations and shared experiences. Participants can talk about everyday challenges, seek advice, celebrate joyful moments, and support each other in navigating both professional and personal life in Finland.

Ultimately, the aim of Language Buddy activity is not solely to learn Finnish, but also to build friendships, understand cultural differences, and foster a sense of belonging within HAMK community. Integration is not only linguistic but also social. Because of this, having Finnish friends, celebrating shared holidays, understanding cultural norms and Finnish lifestyle are all essential components of feeling truly part of Finnish society.

Research method

The Language Buddy pilot project was successfully completed in May 2025. A qualitative research method was selected to gather feedback that may inform the potential continuation of the project on a broader scale. This method is effective for garnering deep insights and understanding complex phenomena related to Finnish language learning, colleagues’ support and intercultural communication within educational settings. Overall, qualitative research is valuable for exploring complex, context-dependent aspects of human experience that are not easily captured through quantitative methods (Lim, 2025).

Participating in semi-structured interviews were two language buddy pairs: two Finnish staff members and two staff members with international backgrounds. These participants were selected based on their active involvement and consistent feedback they gave throughout the entire duration of the project.  All project participants received informal monthly messages from the organizers, checking whether they needed any assistance, had questions, or if everything was progressing smoothly to ensure regular contact and systematic engagement. The interviews were conducted face-to-face at HAMK’s Hämeenlinna University Centre in June 2025.The interviews were conducted in English. Participation in the interviews was voluntary, and all participants were informed about the purpose of the study and asked for consent to use the data for research purposes. No personal information was collected during the interviews, in this way maintaining participant confidentiality. Each interview session was conducted with one pair at a time. The questions were structured in three parts: first, questions for the Finnish staff member; second, questions for the international staff member; and finally, joint questions for both participants. The interview questions were designed to explore the participants’ experiences with the Language Buddy program from both international and Finnish staff perspectives.

International staff were asked how the program helped them overcome challenges in learning Finnish, particularly in professional settings, and how it differed from formal or self-directed learning. They were also asked about the program’s impact on their workplace communication and sense of belonging. Finnish staff were asked about their motivations for participating as language buddies, what they learned from the experience, and if they made any adjustments to their communication, such as speaking more slowly, avoiding colloquial expressions, or using simpler language to support their partners. Both groups were invited to reflect on potential improvements for the program, share examples of overcoming cultural or linguistic misunderstandings, and discuss how the program might enhance collaboration between Finnish and international staff.

Findings

Perspectives of International Staff Members

One of the interviewed international HAMK staff members described the Language Buddy program as a valuable complement to formal language classes. She noted that while the program alone may not lead to full fluency, it significantly improved her vocabulary and boosted her confidence when communicating with colleagues. The opportunity to practice language that is relevant to the HAMK environment made learning easier to apply in daily work situations. Unlike traditional classroom settings, the program offered spontaneous and unexpected topics, what she called a “secret ingredient.” These informal conversations made learning feel more relaxed and natural. The discussions often also went beyond work-related matters, giving her the chance to talk with her language buddy about personal things and fun topics.

This interviewee did not experience major changes in how she works or communicates, largely because her team already regularly uses Finnish to keep practicing the language. Since they do not meet every day due to remote work or being based in different offices, they try to connect more meaningfully when they do meet in person. She mentioned that her Finnish skills had improved, and her colleagues now communicate with her more often in Finnish, knowing she understands what they are saying. She sees the Finnish language as a benefit for both her and her team, and she feels more integrated as a result. She added that she likes to learn, and that learning Finnish is nonstop journey where she wants to improve her skills and get better. She said:

“My work tasks are in English, but it is important to learn both the language and the culture. If you speak English all the time, people do not encourage you to learn Finnish.”

She also felt the program helped her build stronger professional and personal connections in the workplace. She found this especially important at a workplace such as HAMK where the learning focuses on delicate subjects that require profound understanding. Together with her language buddy, among other topics, she discussed how to improve written Finnish in official documents and internal communications by writing in a different way, so that the writing would be more accessible for HAMK staff whose first language is not Finnish.

She also noted that Microsoft Teams meetings and face-to-face meetings complemented each other. Online meetings were convenient for taking notes and looking up words during conversations, as she always had a vocabulary list in front of her. Meanwhile, in-person meetings offered a more personal connection. Her Finnish language buddy also pointed out that face-to-face meetings felt less like work (since most work meetings happen in Teams). The program helped her overcome the fear of making mistakes and encouraged her to speak even when her grammar was not perfect. As she put it: “Learning never stops. If you stop too long, you go backwards.”

The second staff member with an international background found the language buddy concept highly beneficial, especially in a professional environment. Previously, she was hesitant to speak Finnish, even though she understood it and knew how to answer. Despite colleagues trying to speak Finnish with her, the fear of making mistakes held her back. Through the language buddy program, she received the encouragement and found the safe space needed to start speaking. Her Finnish buddy was supportive and proud of her progress, did not judge her language use, and often prepared various tasks and even organized presentations.

Like many international students, this interviewee had studied in Finland and tried to learn Finnish before. But it was through the language buddy pilot project that she saw a clear difference in learning. In typical language classes, the focus is mostly on grammar, with little in the way of conversation or cultural exchange. This program, in contrast, was not only about language, but it also included culture and getting to know the person, sometimes even through outdoor ice cream meetings. She developed a friendship with her language buddy, and they had many interesting discussions. Having lived in Finland for almost six years, she found it valuable to learn about Finnish culture from a local. She now visits the library and other HAMK facilities more often, as her Finnish language buddy introduced her to many places on the campus that she had not explored before. Also going to a local market together taught her new things. Overall, she found it a meaningful learning journey not just sitting in a class to learn grammar. At the time of the interview, she was planning to focus on Finnish during the summer, and they planned to meet again in autumn to continue practicing.

Through the Language Buddy programme, this international staff member learned not only about language but also had the opportunity to meet people from other teams and departments. The fact that also her supervisor tries to speak Finnish with her used to scare her, but now she feels more comfortable in such situations. Sometimes she replies with “en ymmärrä” (eng. “I don’t understand”), and the supervisor explains the same thing again using different words in Finnish. When others speak Finnish around her, she tries to catch words and feels happy when she recognizes them. She also finds that it no longer bothers her and she does not feel embarrassed when someone speaks Finnish to her. She even tries to maintain conversations in Finnish when shopping at the market. All in all, this interviewee found that the experience gave her confidence and helped her feel more relaxed speaking Finnish. At the beginning, she always said “please speak English,” but now she says noticing how much her Finnish has improved and how much it impacts her daily life.

Perspectives of Finnish Staff Members

One of the Finnish staff members who volunteered as language buddy was driven by a sense of duty and social responsibility as a HAMK employee. She felt a strong commitment to supporting her international colleagues in language learning.

In addition to helping others, this Finnish participant found the experience personally rewarding. She noted how conversations opened her eyes to differences between countries and privileges she had not considered before. She had never been to the country of her language buddy before, so everything was completely new to her. She was surprised by how different things are in her buddy’s country and by the challenges her buddy described.

This Finnish language buddy tried to adjust how she spoke or explained things to support her buddy’s learning. She spoke more slowly, and when words were not familiar, she tried to explain them. One example was “luppoaikaa” which she explained by using other words in Finnish, for example, by providing synonyms. She emphasized the importance of speaking Finnish as much as possible, switching to English only when necessary. She also admired her buddy’s dedication to learning Finnish. This Finnish language buddy pointed out that “If you do not know the language, you do not understand how things work in the background.”

This interviewee believed that the Language Buddy program has helped both her and her non-Finnish language buddy feel more integrated into the HAMK’s workplace culture. The program also encouraged cross-departmental connections. Since buddies were often from different departments, it created opportunities to meet new colleagues and strengthen internal networks, enhancing the sense of community at HAMK.  

Another Finnish staff member said that having studied and lived abroad herself, she understands how difficult it is to learn a new language, especially Finnish. She wanted to support an international staff member and felt it was also a great opportunity to meet international colleagues at HAMK. Since they do not often share projects or have time to interact, the language buddy program helped bridge that gap. Although she had encouraged international staff to speak Finnish also earlier, she found that many were scared and would continue in English. In her view, the only way to learn a foreign language is to speak it. Years ago, she had received help herself, and now she wanted to offer the same to others. She noted that this is also a valuable project for overall well-being, since many people, both Finnish and international, feel lonely. She considers this an important initiative and also a wonderful way to make friends and connect with each other.

By becoming a language buddy, she made a new friend, which she found very meaningful. It was important for her to learn about the culture of the international staff member and hear what challenges she faces in Finland. To her, their meetings felt informal and enjoyable. Although she did not focus much on language teaching, it was rewarding to her to get to know the other person. They also talked about work and shared different perspectives about HAMK. Since people often stay within their own units and teams, they found it refreshing to build a connection beyond departmental boundaries. She felt having gained a lot of insight and information through the experience.

During their meetings, this interviewee did not adjust the way she spoke apart from at times slowing down the speed of her speech, as she had never taught Finnish before. She simply spoke the way she normally does. If the international staff member did not understand something, she would rephrase it in Finnish, as the key goal was to have discussions in Finnish. In the interview, she said she is proud of her international staff member, who has also become a friend. Although Finnish was the main language used, during the pilot project they often switched between Finnish and English, depending on the situation, and felt comfortable with each other. She said that “From the first meeting, I emphasized that my language buddy should always feel free to say if something made her uncomfortable. This created a safe space where she could be herself and speak openly.” At first, the Finnish buddy was worried she might talk too much or be too direct. She feared that cultural differences could make some topics seem inappropriate, as she did not want to come across as rude or disrespectful.

In hindsight, the Finnish staff member felt that the Language buddy pilot project helped her non-Finnish speaking friend feel more at ease when people around her speak Finnish. The is no longer a barrier between communication, and her international language buddy seems more open to listening and talking as a result of their interactions during the project.

What is more, this interviewee points out that even as a native Finnish speaker, she makes mistakes and notes that even Finns sometimes do not understand each other. Because of this, people should feel that it is completely fine to make mistakes when learning Finnish. Most people genuinely want to help and communicate, and it is always perfectly acceptable to say: “Sorry, I didn’t catch that. Can you explain?” This Finnish staff member emphasizes that there is no need to panic if something is unclear. She believes her international buddy now feels much more comfortable. Already at their first meeting, she noticed that the international staff member understood almost everything and could follow the discussion well. She also noted that while she tried to speak Finnish more slowly to make it easier for the international staff member to understand her, she still spoke naturally, as she does in everyday life. She also noted that when words fail, gestures and body language help to convey meaning.

Reflections and improvement suggestions from both members

If the programme continues in the future, participants suggested conducting pre-interviews to better match buddies based on shared interests such as hobbies (e.g., cooking, knitting, swimming) that they could do together while meeting. They believe it would expand possibilities.

To build on this idea of deeper connection, they suggested organizing a monthly meeting for all participants. This would be a chance to share ideas, inspire each other, and see everyone’s progress. Such a larger, informal community could be a space to share what works and what to avoid, and in this way it could be a place to further support one another in learning and integration.  

In addition to monthly gatherings, the participants also proposed organizing regular group events, such as coffee meetings every third Monday of the month or any other regular schedule, so that all involved and anyone available could join. In addition to this, for example, book clubs for reading Finnish fairytales together could introduce new vocabulary or slang. These kinds of activities could help to create a stronger sense of community and encourage broader collaboration between Finnish and international staff at HAMK.

To conclude the programme meaningfully, they proposed organizing a final meeting at the end of the project, for example, before the summer holidays, to share ideas and experiences about learning and teaching.

After discussing future improvements, the interviewees were asked to describe a cultural or linguistic misunderstanding they overcame during the pilot. One of the language buddy pairs said that cultural and linguistic misunderstandings were addressed through open communication. For example, the non-Finnish language buddy once heard a joke in Finnish and used the opportunity to ask for an explanation, deepening her understanding of both the language and the culture. 

In contrast to the first pair’s experience, the second pair said that from the beginning both felt that people in Finland are willing to help those learning the language. They had not experienced misunderstandings and felt that they had managed to create a comfortable atmosphere early on. They also openly discussed whether there were any sensitive topics they should avoid. They said believing that being two women may have helped create this safe dynamic. The international staff member felt that her Finnish buddy’s own international experience helped greatly as she understood how hard it is to move to a new country and how much time it takes to learn a new language.  They both agreed that having a good match between participants is essential. It allows them to relax, forget about professional roles, and just be themselves and even a little “silly” at times.

“‘Safe space’ is a perfect term for what we built together,” they said. When the international staff member went through a difficult period in her personal life, the Finnish buddy was there to support her and give advice.

In terms of practical arrangements, one of the pairs mentioned that they occasionally met on weekends due to challenges in finding a suitable time during the workweek. Meeting once a week worked well for them; while most of their sessions were face-to-face, they also met online when needed. Sometimes the meetings lasted only half an hour because of tight schedules, but the time always passed quickly. The international staff member felt inspired to continue learning Finnish and expressed a preference for in-person meetings, although the online sessions were also effective. Both participants reported having enjoyed the experience.

Conclusion

These interviews highlight that the Language Buddy pilot project is a meaningful complement to formal language classes and offers personalized interaction that fosters both language development and cultural exchange.

The pilot project helped participants overcome their fear of speaking and making mistakes while using Finnish, and it encouraged them to actively use the language in both professional and everyday life contexts. In addition to improving language skills, these interviews show that the project strengthened professional relationships between workers from different departments, supported well-being, and fostered friendships within the HAMK organization. Overall, these experiences by the participants demonstrate that the Language Buddy pilot project supported a deeper sense of belonging and highlighted the importance of colleague support in language learning and cultural adaptation.

In conclusion, it can be said that the pilot project was successful in making HAMK’s community more inclusive and helping staff feel more integrated. The positive results of the project provide a strong foundation for continuing and expanding it in the future.

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