Language, Learning and Universality: Heritage Language Support Across Finland and England

Abstract

Research has shown that heritage language learning enhances learners’ cognitive, emotional and intercultural development, enhancing global competence as well. This contribution examines how Finnish and English education policies operationalise global competence through heritage language learning. To analyse laws, curricula and strategic guidelines from both countries, the authors use document and thematic analysis based on Hornberger’s Continua of Biliteracy and the Social Sustainability framework.

In Finland, multilingual development is addressed through rights-based frameworks and phased scaffolding (such as preparatory education/valmistava opetus) and digital inclusion. Despite its strong accountability structures and non-discrimination duties, England lacks explicit policy scaffolding to support home-language development and digital biliteracy initiatives. As a result of the comparative approach, policy gaps and strengths are highlighted and recommendations for embedding linguistic rights into global competence agendas aligned with the Sustainable Development Goals are offered.