Official Language Exams II. First Certificate in English (FCE) – Cambridge

Here we are again! Sorry for the long pause, the last months have been a bit busy and I left the blog aside for a while. However, I’m glad to say that I have fulfilled two out of the three “new year” resolutions I wrote about in the post about the blog’s first birthday. I’m currently studying a Finnish language and culture module starting from the B2 level in the University of Tampere, so I kept improving my Finnish, and I got a job as a Spanish teacher. I’m also teaching English to a private student. And I started to study Swedish in my free time, so as you can see, I have been busy indeed!

But today I’m here to continue our section about official language exams. Now is the turn to talk about Cambridge’s First Certificate in English. This exam certifies a B2 level of the Common European Framework of Reference for Languages. Most universities and institutions accept it as proof of a good command in written and spoken English as a foreign language, and it’s one of the most popular exams among the ones offered by Cambridge English. I passed the exam in June 2006, and have prepared several students to take it as well during the last years.

Cambridge EnglishBut I think that now is a very good moment to talk about it, because there have been some changes in the format of the exam starting from this January. Let’s take a look at the new format:

The FCE exam used to have 5 different parts, or papers: Reading, Use of English, Writing, Speaking and Listening. However, as of January 2015, these parts were reduced to 4, since the Reading and Use of English parts merged into one. This has shortened the duration of the exam about 30 minutes, so nowadays it lasts around 3 hours and 30 minutes. You can take the exam paper-based or computer-based.

These are the different parts:

Reading and Use of English: It now lasts 1 hour and 15 minutes. It’s the most important part of the exam, because the result in this part is the 40% of the total score. There are 7 parts in this paper, and the first questions are the Use of English part. This means that the activities will be of grammar and vocabulary, such as multiple-choice questions, texts with gaps to fill in, and word formation tasks. After this comes the Reading part, where we can find different texts with questions about them, missing paragraphs, and other comprehension activities. Having a wide vocabulary and knowing well grammar constructions is of vital importance in this part of the exam. Reading plenty newspapers, novels, books, and basically everything that you can get in your hands is a good way of preparing for this paper. My personal advice when studying vocabulary is to have a notebook where you can write all the new words that you learn. Then, always when you are reading a book or a newspaper or watching a movie in English and you see a new word that you don’t know, you can look it up in the dictionary and write it in your notebook with the meaning in your mother tongue. This can of course interfere in the process of reading that novel or watching this movie, but it’s worth it. You can always review your notebook now and then to reinforce the learning of those words, but even if you don’t, having written it down with pen and paper will make it easier to remember it than if you just look it up in the dictionary without writing it down.

Writing: It lasts 1 hour and 20 minutes and has two parts. The mark of this part will be a 20% in the final score. In this part you need to write two texts that can be essays, articles, e-mails, letters, reports, or reviews. After the changes in 2015, a story is not part of the possibilities in the second part of the Writing. Both texts will have between 140 and 190 words. In the first part you will need to write an essay, so that’s sure, but in the second part could be any form of writing. So you may want to know how to write all of them. In that first part you will be given a title and two ideas related to it, and you must write an essay using those ideas and adding one of your own. You need to write a clear and concise texts, expressing opinions, justifying, contrasting… In the second part you will have to write another text, choosing from 3 possibilities that will be offered, so you can choose to write the type of text you feel more comfortable with, or choose the one that has a more interesting topic. In this part it’s important to organize well the time and not to waste time. Some people like to write a draft before writing the final text, some others prefer to write the final version from the start… You can choose what works better for you, but always bearing in mind that you need to plan, organize and write 2 texts in 1 hour and 20 minutes. My personal advice to prepare for this part is to study how to write the different types of texts, all of them, even if you will only need to write 2. It’s better to focus more on the essay, since that one will be in part 1 for sure, and then practice the others, even if you can focus more on 2 or 3 types of your preference. In part 2 is good to read carefully the instructions of all the types, because it could happen that someone prefers to write e-mails or letters, but they know better the topic of the review and they would have much more to say if they choose the review. Always read all the instructions and choose the one that fits you better. And don’t forget to keep an eye on the clock! To practice for the writing the best thing would be to have an English tutor that can correct your texts and give you advice. If this is not possible, internet offers many solutions, my favourite being the website Lang-8, about which we talked already in the blog.

Listening: This part lasts 40 minutes and represents 20% of the final grade. In this part you will hear different recordings, such as monologues and conversations and you will have to answer questions about what you heard, complete sentences using the information in the recordings, and so on. The most important thing in this part is to read the questions or texts BEFORE listening carefully to the recordings, so you know what kind of information you need to get from what you hear. The recordings are usually played twice, so it’s good to wait until the second time before choosing the right answer even if you got it after the first hearing, just in case it was a bit tricky or you misheard something. My personal advice on how to prepare for this part is to listen to English-speaking radio stations, watching movies or TV shows in English, listening to music, and of course, talking to native speakers if possible. This will help you to get used to English pronunciation and will also widen your vocabulary. Keep your notebook nearby when you listen to the radio/TV as well!

Speaking: And we finally get to the last part. The speaking is the shortest part, it lasts only 14 minutes, and it represents the 20% of the final grade. This part is taken in pairs of groups of three. Usually the institution that organizes the exam chooses the pairs randomly or by alphabetical order. This means that you will take the test with another student, that you may or may not know beforehand. Many people fear that they will not understand well what their partner says, or that he/she will have a much lower or higher level that theirs… But this shouldn’t be a problem, since you only need to talk with the other candidate for half of the speaking part. There will be two examiners, one will talk to you and give you instructions, and the other one will just listen carefully and take notes. This can seem a bit terrifying, but don’t worry, they are not dangerous! 😉 In the first part of the Speaking paper the examiner will ask you questions about yourself, usually simple things such as where are you from, what do you like to do in your free time, your family and friends, and so on. Then you will get two photographs and a question about them, so you have to talk about 1 minute about them and about the issue raised by the question. The other candidate will make a short comment on the same issue once you finish speaking. You will also need to make a comment after your partner finishes speaking about their pictures. And then it’s time to talk together. You will be given some material (usually texts) and instructions. You have to discuss together the material you got and make a decision about what was asked in the instructions. You have to talk together for 2 minutes, so it’s important that both of you talk, no one should speak all the time, so even if your partner tries to speak a lot try to stop him/her with sentences such as “yes, I agree with that, I think that ___” or “sorry, but I don’t think so, in my opinion ___”. If on the contrary your partner is shy and doesn’t participate in the discussion try to encourage him/her with sentences like “what do you think?” or “do you agree with that?”. The examiners will be paying attention to the use of English, your pronunciation, what you say, but also to the turn-taking and that both of you collaborate together. In the last part you will have 3 minutes to keep discussing something about the topics raised in the previous exercise. And after that, you did it, FCE is over! 😀 My personal advice to prepare for this part is to talk to native speakers as much as possible, using programs like Skype if you can’t do it in real life. In many cities there are places where people meet regularly to practice languages, you can check that out, or looking for a private tutor, or doing some language exchange with someone that speaks English and wants to practice your mother tongue, so you can meet to talk during one hour in English and another hour in your mother tongue. But the best advice for this part is: Don’t be nervous. I know that this part can seem frightening, since is the last one and people are already tired, and you don’t know what you will have to talk about nor with whom… But try to think that after 14 minutes you will be out and free, and do your best in that final sprint.

If you want some free samples of the different parts you can download them legally from here. You can get some tips on how to prepare for the exam here, or you can enrol in a language school or hire an English tutor to prepare the exam. There are also many books from Cambridge with grammar and exercises to prepare for the exam on your own. Some of my recommendations are “Cambridge Grammar for First Certificate with Answers and Audio CD” and “Countdown to First Certificate“. However, all of them are very good, and you can find a list of official preparation books here. If you are thinking about taking the exam this year you can find the exam dates here, although you will need to check where you can take it in your country and confirm with the institution that they do organize the exam in the chosen date.

Well, and if you are taking the exam this year I can only tell you GOOD LUCK!! If you have more doubts or questions, please leave a comment and I’ll get back to you as soon as possible.

First birthday of the blog!

Today Grammaticalicious is 1 year old! One year after I started this blog my life has changed a lot. I moved to Finland, first to a city, and 8 months later to another one, I have been working as an English and Spanish teacher and right now I’m waiting for new job opportunities for the next academic year, I have improved my Finnish quite a lot… So with such a busy year I have not written many posts in this blog.


In this year, without counting this birthday post, I have written 18 entries in Grammaticalicious. The blog has 74 followers (Facebook + mail followers) and has received 1,197 visits so far. These visits have come from 43 countries from all over the world, and the funniest searches that have brought someone to the blog have been doubts about meatballs without meat, that ended up referring to this post. The most visited post is this one about automatic translations, one of the first posts of the blog.

This is where visitors have come from

This is where visitors have come from

Since this is a personal project I can’t always devote as much time to the blog as I would like to, but for the next 12 months I will really try to write a decent amount of posts about language teaching, language learning, grammar, translation, and any other topic that fits in the blog. I know that a new year is not starting, but a new year in the life of the blog is, so I will make a little list of “new” year resolutions related to the blog and its content:

– To post entries more often. By this time next year, I hope I will have written as many entries as this year, or even more!

– To keep improving my Finnish, maybe to get to the C1 level? At some point I want to take the YKI test, the National Certificate of Language Proficiency, an official exam that we will talk about in the new section of the blog. One of my Finnish teachers has told me already some months ago that I’m ready to pass the intermediate level, but since the matriculation fee is 100€ I prefer to wait a little bit and to be more confident and sure when I take it. So maybe before the next birthday of the blog I will have passed it… Let’s see!

– To find a job as an English and/or Spanish teacher. Around 2 months ago I moved to the city of Tampere, and I would really like to find a teaching job here to keep growing professionally doing what I’m passionate about. If everything goes well I will start teaching part-time again in September, but I want more part-times or a full-time job 🙂

I want to thank everyone of you, everybody who reads the blog, everybody who writes comments, everybody who arrived here looking for something else and decided to stay… to all of you THANK YOU! I hope we will continue this journey one year more together.

Official Language Exams I. Graded Examination in Spoken English – Trinity College London

People ask me very often about official language exams, so I have decided to write a series of posts about some of these exams, so more people can find answers to their questions here.

As strange as it may sound, language exams are some kind of unusual hobby for me. I have taken several over the years, and I have even participated in the organization and supervision of some while working in Seinäjoen kansalaisopisto.

The first post of this new section will be about the first official exam that I have took. My first experience with this kind of language exams was when I was very young, only 11 years old, in the year 2000. I took the Graded Examination in Spoken English, grade 1. I had started to study English only 3 years ago, and apart from studying it at school I also had private lessons 2 days per week. My private teacher was who proposed that I could take that exam, since my parents had never heard about it before. But something went wrong at some point, and I don’t know if it was that my teacher was mistaken, or if I registered in the wrong level, but I certainly took the wrong test!

My teacher explained me that in the test I had to present a topic of my choice, and give a short speech about it, using also some material if needed. I remember that she really enjoyed preparing material for the lessons, with a lot of images from magazines glued to paper or cards – we are talking about a time when the Internet was not still of common use, I didn’t even know what it was yet… Ah, the good old times! So we chose a topic that I was interested in, dog breeds, and we (probably she) prepared a beautiful poster with many pictures of dogs of different breeds. Then, we prepared a speech about them, describing the main features of each of them, and telling a bit about dogs in general. We practised this speech many times in class, since I wasn’t allowed to take notes with me, I had to memorize it. I remember that there were some new words that I learnt with this activity, and there were many complicated sentences, compared to what I was used to at school. I had learnt this speech by heart and even practised it on my own just repeating it time after time sometimes just without speaking out loud. Since it was my first experience with an official exam, or anything of this kind, I was quite nervous. And when I say “quite” I should probably be saying “terribly”. I knew I was well prepared, since I knew the speech perfectly, but I feared the moment of finding myself in front of the examiner and forgetting everything or who knows!

The day of the exam arrived, and my parents took me to the school where it was held. I don’t really remember anything of that day before entering to the examination room. But I do remember what happened once there. The exam was only a speaking test, so there was no writing. Each candidate had to have a face-to-face meeting with the examiner, only one candidate at a time. So I entered there with my wonderful poster and my speech more than practised and sat down in a chair. The examiner presented herself, asked me what was my name and how old I was. On the table there were pencils of different colours, and probably more things that I don’t remember. The exam started, and the woman asked me different things like “how many pencils are on the table?”, or “could you please give me the red pencil?”, or “is this pencil green or blue?”. I don’t recall if there were other questions that were not related to the pencils, that’s the only part that I remember clear as water. I was thinking “What is this? This is way too easy! I want to say my speech once and for all!”. So when the lady said “That was all, thank you very much”, or something like that, I told her that I had prepared a speech and asked if I could do the presentation. She said “No, no” and I had to leave the room for the next child to take the test. Of course, I passed the test with distinction. Because it was the most basic level, when I had prepared for a higher one! This was a mistake on our part, and a quite clumsy beginning for my story with language tests! However, it didn’t stop me from taking more, as we will see in the next posts of this series.

Now that I have told my story with this exam, I will give some information about it for people who may be interested in taking it:

Trinity College London

These exams are called “Graded Examinations in Spoken English“, also referred to as GESE, and are organized by the Trinity College London. As the name says, they are only speaking exams, without grammar exercises or any other writing test. The test is offered in different levels, and is divided in 4 stages: Initial (grades 1-3), elementary (grades 4-6), intermediate (grades 7-9), and advanced (grades 10-12).

In the initial level, the tests consist of a conversation with the examiner, and lasts around 5 minutes. The difference between grades 1, 2, and 3 is that in grade 1 the candidate is supposed to answer the questions with very short responses, one or two words, since the questions are very simple. In grade 2 the answers may even be full sentences or more than 3 words. In grade 3, the candidate is supposed to use connectors to link sentences, but still in an initial level, for example “My dog is small and likes eating pie”.

In the elementary level, a topic is introduced in the exam’s structure. The test lasts around 10 minutes, and the candidate is supposed to have chosen and prepared a topic beforehand to discuss it with the examiner. Then they talk about something else that the examiner decides. In grades 5 and 6 candidates must ask the examiner a few questions about the topics discussed.

In the intermediate stage, which would be a B2 level according to the Common European Framework of Reference for Languages, an interactive task is introduced. The candidate must also prepare a topic to discuss with the examiner, and they have a conversation about some other topics, but the candidate also must face a new task that he couldn’t have prepared for. Basically, the examiner explains a situation and the candidate must ask questions about it to get more information and make comments on it. The level of difficulty rises from level 7 to 9, of course, adding more vocabulary and expressions that the candidates are supposed to know, as well as being able to react in different situations.

In the advanced stage there is a new task, apart from the same tasks from the previous stage, and that is a listening task. The examiner reads three passages and the candidate must complete them or answer questions about them. Grade 12 represents a C2 level, so candidates are supposed to have a very good command of English and to be able to discuss about all kinds of different topics with fluency.

Exams are held all throughout the year in many countries of the world. Here you have a list of these countries with more specific information that varies from each country, such as the dates of the exams, how to contact a center, etc.

After going through the structure of all the levels, it’s very clear that I took the grade 1 exam, when I had been practising for one of the elementary stage, maybe grade 4 or 5.

More information about GESE exams here.

Trinity College London also organizes other exams of English as a Second Language: Integrated Skills in English (ISE); Spoken English for Work (SEW); and ESOL Skills for Life, aimed at adults living in the UK who do not speak English as their mother tongue.

This has been the first post of the series on Official Language Exams. I will talk about other exams in next posts, but please let me know if there is any specific exam you want me to cover because you are interested in taking it in the near future or for any other reason.

And I couldn’t finish this post without asking: Has anybody taken this exam? Tell us about your experience in the comments 🙂

Puhutaan Suomea – The magazine for students of Finnish

Bringing back the recommendations section, today I want to talk about a magazine for people who study Finnish. Its name is Puhutaan suomea, and is published by Artemira.

Puhutaan suomea started its journey in May of last year, and 8 issues have been published this far. A new issue is released every two months. The last issue has recently been published and it’s a double issue for the summer.

Since all the content in the magazine is in Finnish, it’s aimed at students who already have some knowledge of the language, not for beginners. However, the articles are divided into three categories: helppo (easy), keskitaso (medium level), and vaativa (difficult); so students can find the texts that are more suitable for their skills. And of course, they can also try to challenge themselves reading the vaativa articles! In every article there is a vocabulary section where some of the words of the texts are explained. In the easy level texts, the meaning of the words in this list is explained in Finnish, and the English translation is also included. In the medium and difficult level texts, the meanings are only explained in Finnish, without any English translation.

The magazine has different sections: An editorial from the editor in chief, Florin Dimulescu; a news bulletin (uutiskatsaus), a section written by magazine readers in which they present their home countries, called Minun kotimaani on… (my home country is…); elämys, or “experience”, a section where all kinds of interesting articles are welcome; tutustu Suomeen, or “get to know Finland”, a section about Finland, from cities, traditions, typical food, important people, etc. There is also a section about language and grammar, where in each issue there is the explanation of some grammatical aspect and some exercises to practise. This section makes the magazine very useful for learning and practising the language, other than just enjoying the articles and learning without being aware of it. Finally, there is always a calendar of events that will take place around the country in the following weeks after the issue is published, and an interesting interview. The interviews are always about different topics and always related to Finland or to services to promote the learning of this language.

Puhutaan Suomea

In the website of the magazine you can find more extra content and the audio version of the articles, so the students can also listen to the pronunciation of the words. You can also follow the magazine on Facebook and Twitter.

If you are interested in brushing up your Finnish and practise it while enjoying reading articles about many different topics, you can become a subscriber in the website. There are many different options you can choose, for example just the magazine, or an e-version of the magazine as a PDF file with the audio in mp3 files sent to your email, or a CD with this same e-version and the audio. You can check all the options here.

And as an anecdote, I write a little column in the magazine about different aspects of Finland and the way of life here from the point of view of a foreigner. The things that surprise me or the cultural differences that I find along the way, among other things.

Personally, I really enjoy this magazine, since in every issue I learn some new words or I spot some grammatical construction that I still don’t master, and of course, since there is such a big variety in the content of the articles, there is always something interesting. Puhutaan suomea is the only magazine of this kind, a mixture between a magazine and a textbook for people who is studying Finnish, it’s a very good resource for students. And since there are articles of different levels, it suits students who have been studying the language during one year or more. Even very advance students will find it enjoyable, since they still may learn something new, be it a word or just information about other countries, or about a nice Finnish dessert.

Every end is a new beginning

It seems like it was just yesterday when I started teaching in Seinäjoen kansalaisopisto in September, but my courses finished already two weeks ago. It’s always sad to finish a course and having to say goodbye to the students, specially when they have been so lovely as the ones I had there. But life goes on, and it’s time to face new challenges. Next week I will move to Tampere, a city where I have already lived for one year and that I really love, and I will look for a job there.

However, my time in Seinäjoki has been very important for me, since I had the opportunity to start working in Finland and to gain some teaching experience here. My Finnish language skills improved significantly during these months, and I met a lot of nice people.

The library of Seinäjoki

The library of Seinäjoki

I taught four courses, and also substituted other teachers in some lessons, so I could teach English and Spanish from level A1 to advanced courses, which was a very valuable experience. My courses were a beginners’ course of Spanish, an advanced conversation course of English, an advanced conversation course of Spanish, and a language immersion course of English for children of ages 4-6. In the beginners’ course of Spanish I had to use Finnish as the language of instruction, since the students didn’t know any Spanish yet, and that was a big challenge for me, but after a few lessons I started to be more and more fluent when explaining grammar or telling them anecdotes, and I was very positively surprised about how quickly I started to speak Finnish more naturally in the class. And I somehow think that the fact that my students saw that I was speaking Finnish, even if with many mistakes, and we were still communicating effectively was motivating for them, since they could feel that they didn’t need to be afraid of making mistakes when speaking Spanish, because I was making mistakes all the time in Finnish and it was ok. I think that this was the main reason why they weren’t very shy or afraid when it came to speak or write short texts.

The conversation groups were very nice, because all the students had an advanced level of the language, and we used to talk about many different topics and the atmosphere was very relaxed and friendly. There was time of course for some grammatical explanations when needed and many new words came up in the conversations, but something the students told me after the course was that they really liked the fact that it didn’t feel like “going to class” with taking notes and so on, that they felt as if they were meeting some friends in a café just to talk about everything. It’s wonderful to receive positive feedback from the students, and this year I have been very lucky to receive so much of it.

With some of the English conversation group students.

With some of the English conversation group students.

The language immersion group for children was definitely a challenge, since it was the first time I was teaching children of such a young age. I will tell some more about this kind of immersion courses in a separate entry, but I can say that the experience was also very positive and that the last day some of the children hugged me and said that they didn’t want the course to end. The most difficult thing for me with that course was to communicate with the kids, since the way children speak Finnish is a bit different from the way adults speak, and what I had learned. So the first few days I didn’t understand much of what they were telling me and this was an obstacle, of course. But, as they say here, harjoitus tekee mestarin (practice makes perfect) and one day I realized that I was starting to understand them and I could enjoy the funny things children say out of the blue, such as:

– No, I can’t color that drawing.

– Why not?

– Because right now I need to take care of this teddy bear.

In the groups where I taught just some few lessons as substitute teacher I also had a great time, and some students were very happy when they saw me enter in the classroom. With them I could also see that my full-of-mistakes Finnish was not a problem, but something that encouraged the students to speak English or Spanish without the fear of doing it wrong. I used to start every lesson with a new group apologizing for my Finnish, and in several cases they said “no, don’t worry, you speak Finnish much better than we speak Spanish/English!”. As I said, they were all lovely.

Three of my Spanish students.

Three of my Spanish students.

What I have learned teaching these months here has been very valuable, and I can’t wait to keep growing professionally in Tampere. People always say that when you do a job that you love, it doesn’t feel like a job at all, and teaching languages is definitely something that I love and I hope that I will be able to keep enjoying it for many more years to come!

Vapaan sivistystyön koulutuspäivä 28.3.2014 – SUKOL ry

Last Friday I attended a Training Day for language teachers organized by SUKOL ry, the “Federation of Foreign Language Teachers in Finland”, or “Suomen kieltenopettajien liitto”, in Finnish. The event was held in Tampere, and there were more than 100 attendees coming from institutions from all over Finland.

The place of the event was the Tampereen työväenopisto, Sampola, and the premises were very suitable for an event of this kind. The building is rather new, and it was very spacious and even if it was on a Friday and there were probably many courses taking place at the same time, there were no problems concerning the organization.

I arrived by train with some colleagues from Seinäjoen kansalaisopisto around 9 am and there were already some people in the hall. We registered and got a folder with the program for the day, some papers to write notes, a feedback form to give in at the end of the day, a certificate of assistance, and the list of all the participants. I personally considered that having the list of names was a good thing, since we were able to see quickly whether there was going to be some people that we knew. I did recognize the names of two other teachers that I had met online, so I could look for them to say hello.

In the hall, beside the registration desk, there were also some products we could take, like some nice stickers with the slogan “Kieliä? Yes, please!” (Languages? Yes, please!) in many different languages; things that we could buy, like ribbons for the luggage and handbags with the same slogan, etc. There were also many textbooks from different publishers on display, and Otava was presenting some new books of several languages.

There were also some other products on display, and we had the opportunity of participating in the raffle of an Ipad Mini and some books. No, unfortunately I did not win any of the prizes.


Before the sessions started we were offered some coffee for breakfast, and it was a good way of starting to meet everybody. My colleagues and I soon noticed that almost all the attendees were women. We went through the list of names and we saw that there were only 7 men there, and around 100 women. I guess this is quite common in events for language teachers all over the world. Then, a bell started to ring and it was time to go to the auditorium for the beginning of the training day, or “koulutuspäivä”. First we had some welcoming words from the president of SUKOL, Kari Jukarainen; followed by a very funny presentation of the city of Tampere by Marjatta Saari. She not only showed us pictures of the city and explained some things about its story, but also taught us something about the dialect of the city. For this purpose she was wearing a T-shirt and a hat where it was written the word “moro”, which is a very typical way of saying “hello” in Tampere. She was also wearing a tracksuit, and said that it was very typical to wear tracksuits there. Her presentation was very funny and a good way of making people “wake up” and focus on the panels. Since the language used was Finnish, it was a challenge for me to follow the presentations, but I was positively surprised because I found myself understanding quite well most of what was being said.

The first panel was by Tuula Lehtonen, from the Language Center of the University of Helsinki, and was called “Mitä meidän tulisi tietää opiskelijoista, mutta emme uskalla kysyä?(What should we know about the students but don’t dare to ask?). It dealt with some interesting questions, such as “How do we define good language skills?”. She presented the results of some study where they asked this to both Finnish Law students and international students studying in Helsinki, and it was interesting to see that both groups gave similar answers. Aspects such as the ability to interact with other people, even when dealing with complex issues; being able to adapt the communication style to the different situations we may encounter; understanding what people say and being able to write correctly and express ourselves were amongst the more popular answers. The ease of use, the ease of learning the language, and self-confidence when speaking the foreign language were also mentioned. Regarding the ease of learning, some of the students of the study said that it was a gift, something that some people is born with. Personally, I think that this is true to some extent, some people do find it easier than others to learn foreign languages, whereas for other people this is something rather difficult. However, everybody is capable of learning a foreign language, regardless of how long it will take, and everybody needs to dedicate plenty of time, effort, perseverance, and a lot of motivation to the learning process. My favourite aspect of the ones mentioned in the study was “the ability to get things done using the other language”. This is something that happens especially when we are living in the country where the language we learn is spoken, since we need to use it when going to the supermarket, to the doctor, to the bank to open an account, when dealing with official paperwork with the authorities… And it is always a very important boost to our self-confidence when we discover that we are actually able to get things done using only the other language. That feeling right after the first time that you do something important in that language is probably one of the best feelings for language learners, and something we will probably always remember.

Mrs Lehtonen also left an open question in her panel, about how would education be in the future. Would there be robots instead of teachers? Would we teach in groups, instead of being just one teacher in each classroom? Would the new technologies replace live teaching by video-conferences? Only time will tell.

The next panel was a very short presentation by Seppo Niemelä called “Onko vapaalla sivistystyöllä tulevaisuutta?(Will non-formal adult education exist in the future?). And it presented this question and left it unanswered, even if we all hope that the answer is “yes”.

At 12 we had a break for lunch and to continue taking a look to the new textbooks on display. The food was very similar to the food that I have eaten in Finnish universities – varied, with vegetarian and gluten-free options, and a lot of rice and potatoes. And of course, different types of tasty bread and butter.

After lunch we had some workshops in different languages so we could choose the ones we were more interested in. In the first group there were two workshops in Finnish, one in Swedish, and one in English. In the second group there were three in Finnish and one in Spanish. Being a teacher of English and Spanish I obviously attended those two. The English workshop was called “It’s not just what you say, it’s also whom you say it to – Navigating new words in the English language“, and was presented by Robert Hollingsworth, from the Language Center of the University of Tampere. We discussed about what makes a new word new, and what is the definition of “new word”. It was an entertaining presentation where we could all participate and contribute. We went through 10 “new words” in the English language and even learnt some, since there were some words that most of us did not know. As we all expected, the word “selfie” was the first one, and we learnt that even if it started to become very popular just recently, its first use was in Australia in 2002. So maybe it’s not as new as we thought. The speaker was very funny and we all laughed quite much, but we also had time for some serious linguistic issues, such as the factors required for a new word to be born: the existence of a new signified, a new concept, a prominent usage on the internet or real life, and the stamp of an authority (appearing in a dictionary). Most of the participants agreed that the presence in a dictionary was not as important as a regular and extended usage among the speakers. One of the most interesting things that we learnt in this lecture was that the word “unfriend”, so used nowadays as a verb thanks to Facebook, was already used in the Middle Ages as a noun, meaning “someone who is not a friend” or even “an enemy”, as in “he is not my friend anymore, he is my unfriend”. We were not presented with any evidence of this, but it was an interesting fact.

Between the two workshops we had another coffee break with delicious “pulla“. And then it was time for the Spanish workshop led by Luis Alberto Pérez Noyola, called “El español coloquial del ayer y hoy(The colloquial Spanish of yesterday and today). He gave us some papers with detailed explanations about the neutral Spanish, the body language, the social and geographical varieties of the language, etc. But since he was from Mexico, he showed us a bit of some very colloquial slang spoken there, using a song. Since this was a very specific way of speaking, all the words were new for us, except for my Mexican colleague, of course. This ended up taking most of the time, and some people seemed to be a bit confused for having learnt so many new words that they would probably never use. But it was something interesting to see. We also had the opportunity of trying some traditional chocolate from Mexico.

And after the second workshop we had the last panel of the day. It was called “Työnilo – pää(n)asia(Happiness at work, main issues/an issue of the mind), by Marja-Liisa Manka, from the University of Tampere. She told us about the importance of having a positive mindset at work (and in general), how to be a good superior, and how to avoid stress and other health problems that are caused by it. One of the conclusions was that nature is a very powerful ally to calm down and relax. The speaker did have a very positive attitude and somehow passed it on the attendees, who laughed a lot with her jokes, so the whole panel was full of positivity.

And after this last presentation, we had dinner and the publisher Otava presented their new textbooks of each language, so we were seated divided in different tables for different languages. This was a good way of meeting other colleagues who teach the same language(s) and also of getting to know the books and their authors. We could also take the books home, since we liked them quite much. The Spanish textbook that was presented to us was called “Buenas Migas 1” and is designed to last 1 year and a half in our courses. I did find it very complete and easy to use, so I can’t wait to use it in my lessons someday. The English textbook was called “Destinations 1” and it also looks very up-to-date and comprehensive. The food we were offered was delicious and very varied. It made us use several times a “new word” we were taught in the English workshop: food baby.

Buenas Migas_Destinations
Around 7 pm people started to leave, specially the ones who live in different parts of Finland and had to take a train back home, like we did. It was a very good experience and the organization of the event was faultless. All the presentations were interesting and entertaining and it was a very good opportunity to make new contacts from our professional field. Since the experience was so good, I will certainly attend more Training Days organized by SUKOL, specially in they are in Tampere, because I will move there next month.

That being said, I would like to thank SUKOL for organizing such an interesting event!

A delicious research

First of all, sorry for the long absence. A lot of work entails a lack of time, but also a lot of experience from which some blog posts can be born at some point. Hopefully.

Today I want to talk about the curious case of the terms used by several languages to refer to a delicious fruit, the peach. In one of my lessons my student and I realized that this term was very similar in all the languages we knew, except in Spanish. This led me to make a little research and I discovered some interesting issues that I wanted to share here. Of course, there are many more languages in which the term is also different, but at that moment we did not know more than just a few, even if from different language families.


So, where does “peach” come from? It comes from the Latin name of the fruit, persica, through the Old French peach and the Middle English peche. Persica comes from the Greek persikē, meaning “Persian”, since people in the Classical times used to believe that this fruit came from Persia. We also find the Latin name malum Persicum, meaning “Persian apple”. This term is the ancestor of the English peach, but also of the French pêche, the Catalan préssec, the Galician pexego, the Portuguese pêssego, the German Pfirsich, the Finnish persikka, the Gaelic péitseog, the Italian pesco, the Lithuanian persikas, the Latvian persiks, the Dutch perzik, the Romanian piersic, the Russian персик, or the Swedish persika, among others. As we can see, quite a big group.

However, in Spanish this fruit is called melocotón. This term also comes from Latin, but not from the Latin name of the fruit, but from malus cotonus, which meant “Coton apple”which was the Latin name for the quince tree. And why did the name of this tree end up being adapted as the name of another tree? Apparently, Romans used to graft peaches near the roots of the quince trees, believing that this technique would be beneficial for the tree. In some Spanish-speaking countries peaches can also be called duraznos, coming from the Latin “durus acinus”, which means “of hard skin”.



There are other languages in which the term comes also from persica, but there were some modifications. Three Scandinavian languages received the term from German, where we can find the letters “Pf”. In Norwegian, Danish, and Icelandic, the “p” was lost and the “f” remained. Therefore, we have fersken, ferskentræ, and ferskja respectively.

So, as we can see, the Latin term for “peach” had a big influence in many present-day languages, and Latin also brought as the Spanish term, even if through a different tree. I hope that you enjoyed this little anecdote and that we do not need to wait 4 more months until the next entry! : )