Tomy Cherian graduated with a doctoral degree in engineering physics from Aalto University and decided to stay in Finland. When Tomy applied for a position as a teacher of mathematics and physics, his language skills were not sufficient for teaching in Finnish.  

The doctoral thesis was completed entirely in English, with no need for Finnish language skills. Tomy’s colleagues at the university said that it wasn’t worth learning a language as difficult as this. However, Tomy believes that learning Finnish is an essential part of integration, even though it takes time.  

“It’s been really unmotivating to hear stories of someone learning Finnish perfectly in a year or two. You can’t compare life situations,” Tomy says. 

An example for young language learners

According to Tomy, it was difficult to find a job, but he was hired by the international Kulosaari Secondary School, which operates in English and Finnish.

In the bilingual school, teachers have the freedom to decide for themselves how much Finnish or English they speak.  

“It’s largely up to me how much I’m willing to use Finnish. It takes a lot of courage to look stupid in front of teenagers when you have 20 pupils in the classroom. In a way, it’s good for them to see that even adults are not that good at a lot of things,” Tomy says.  

Support for language learning from colleagues

According to Tomy, there are no specific requirements for teachers’ language skills at Kulosaari Secondary School.  

The atmosphere is encouraging, and colleagues have always provided linguistic assistance when necessary. In the staff room, you can ask for help, for example, in checking messages written to pupils’ parents in the Wilma system.  

Without taking any separate language courses, Tomy’s Finnish-language skills have developed as he carries out his work.

Interview and text by Lyyra Virtanen.

Listen to an excerpt from Tomy Cherian's interview on YouTube: