Interview with Larissa Aksinovits
Heritage Language: Russian
Position (YLC): Chairperson of OAO - Our partner OAO stands for heritage teachers’ wellbeing and supporting them at work by providing information, courses, opportunities for collaboration and peer-support. The association also works to improve the position of HLT as a subject in the framework of the national core curriculum and the position of the teachers as well.
What does teaching your heritage language (HL) to young people mean to you?
For me, it means sharing things that are important to me and influencing young minds to grow in a positive direction. I understand that the results may not be immediately visible, but I can still observe small steps forward—progress in thinking, academic skills, and overall development.
It’s also about the joy of sharing my background, highlighting common cultural features, and discussing literature and other meaningful topics with the children.
Equally important is creating personal connections and fostering mutual understanding. Often, teaching HL is not just about the subject itself, but about supporting children in developing their multilingual identities, integrating into Finnish society, and navigating the complexity of their linguistic backgrounds while asking themselves, “Who am I?”
With around ten years of experience as an HL teacher, I’ve often been the only teacher who has worked with these children from grade one through grade nine. Witnessing their growth over the years has been a truly rewarding experience.
As someone who is both an HL teacher and a member of the YLC, how has this dual role shaped your experience in the classroom and in the project?
I believe it has brought more opportunities than challenges. I was able to provide valuable insights to the project partners about what is missing, what needs to be done, and how the project is perceived from a teacher’s perspective.
Being both a teacher and a project participant helped me build stronger connections with other teachers. We shared the same professional background, and they knew I was also involved in the project as a teacher. We could speak the same “teacher language,” which created a sense of trust and understanding.
Overall, I see my dual role as a very positive aspect of the project. I didn’t encounter any significant challenges.
What are your hopes for the future of heritage language education in Finland and Europe?
There is a wealth of research highlighting the many positive outcomes of heritage language education. Unfortunately, these findings often remain tucked away, as if HL education had no real value.
I truly hope we can begin meaningful conversations at the community and policy levels—conversations that influence legislation and public attitudes, and that place teachers at the center of the discussion. This includes recognizing their qualifications, providing opportunities for further training, and improving their working conditions. HL teachers are often compared to regular teachers, even though their work is very different: their lessons don’t fit into standard timetables, and they often travel from different locations.
We need to bring all these legislative aspects together. It’s a broad field, and changes are necessary. Recognizing multiple mother tongues at the legislative level is essential. Every child should have the right to learn their mother tongue—not just speak it at home.
Authorities need to understand that by offering supportive and modern HL education across all age groups, we’re not just spending money—we’re making a long-term investment. We can reduce mental health issues, school dropouts, and integration challenges, and address social problems in schools. Having additional adults in schools is a huge benefit, and it also creates employment opportunities for migrants with teaching backgrounds. For some children, HL teachers are important role models - perhaps the only person in their community with the same linguistic and cultural background who has achieved higher education and is recognized as a professional in the school environment. And the positive impact on multilingual students’ mental well-being that HL teachers have, is something that I witness every day.
Anything else you’d like to add?
I would like to help build a broader network—at least across Europe. This would make it easier to get the attention of EU legislators and help them recognize the importance and potential of HL education. It could also help us reach countries outside the EU and raise awareness on a global scale.
Contact: larissa.aksinovits@gmail.com