Features of implementation of linguistic diversity in the system of secondary vocational education in Finland

Statement of the problem. The article analyzes and formulates the features of implementation of linguistic diversity in teaching students in secondary vocational education in Finland. The most important condition is the formation of communication skills and interaction in Finnish, Swedish, and Sami, which is based on communicative competence as a practical knowledge of a foreign language at a certain level. The purpose of the article is to determine the significance of implementation of linguistic diversity in Finnish secondary vocational education for the formation of professional and communicative competencies of future specialists and to show the features and prospects for further development in this area. The research methodology consists of an analysis and synthesis of previous works by Finnish researchers in this field, on the basis of which key concepts are identified, as well as regulations in the field of education in Finland. Research results. On the basis of a theoretical analysis, a strategy for the implementation of linguistic diversity in the context of the development of a multicultural educational space in Finland is determined, implementation mechanisms are considered in relation to the training of medical specialists, and further prospects for their improvement are noted. Conclusion. In the context of the development of e-learning and distance learning technologies, the formation of professional communication and interaction skills in several languages through the implementation of close cooperation between teachers of vocational education and teachers of languages seems to be a promising direction for further development. However, such collaboration is a fairly new direction in Finnish pedagogy and requires further study and consideration in each aspect separately.