Abstract
This article critically explores the discourses surrounding the concept of language awareness in the school-specific curricula of basic schools in Helsinki. The school curricula have been designed at the process of reforming the Finnish national core curriculum for basic education and should be aligned with it. The newest Finnish national core curriculum for basic education came in to effect in 2016. Language awareness is one of the core concepts defining language education in the national curriculum and multilingual learning is an essential part of it. However, results of this study show that the school curricula do not always support multilingual outlook, but instead reflect monolingual practices. The most important theoretical tools in this study are the semiotic processes iconization and erasure defined by Judith T. Irivine and Susan Gal. The data for discourse analysis consists of 92 texts collected from the website http://ops.edu.hel.fi in August 2018. This article is unique in analyzing school-specific curricula.
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