This paper discusses the role of various linguistic sub-disciplines in teaching Finnish and Hungarian. We explain the status of Finnish and Hungarian at University College London and in the UK, and present the principle difficulties in learning and teaching these two languages. We also introduce our courses and student profiles. With the support of examples from our own teaching, we argue that a linguistically oriented approach is well suited for less widely used and less taught languages as it enables students to draw comparative and historical parallels, question terminologies and raise their sociolinguistic and pragmatic awareness. A linguistic approach also provides students with skills for further language learning
