Untitled

saxelmwifo enis swavlebis sakiTxebi:
problemebi da gamowvevebi
Issues of State Language Teaching;
Problems and Challenges
identity, though the complete acquisition of the L2 without the support of the first language is difficult
(Mustajoki et al. 2010a,b).
Conclusion
The issues of language teaching, national history, immigration and education, conditions of the development
of the native tongues of various linguistic groups and the place of Russian in Finland’s educational system
seem to be closely interrelated. It is important to work on the cognitive, emotional and intellectual development
of a child in a family and in the society taking into account the child’s individual development, including
special attention to his or her linguistic past and future. Preserving the mother tongues in the social structure
is a necessary condition for mutual understanding between the generations and the layers of society. Regardless
of opinion that all levels of language abilities and aptitudes are beneficent, the palette of languages
studied has to be improved, and the quantity of hours per week has to be added.
Recent years have seen an ongoing discussion on the role of the English language in Finland. Researchers
have also studied more carefully linguistic everyday reality, assessed language proficiency and attitudes as
well as the educational tactics and methods. The impact of immersion, linguistic environment, exchanges with
schools abroad and motivation to use language multimodally were also burning themes in education. The language
education policy is highlighted by the membership in the European Union and northern collaboration
projects, by globalization and internationalization, new informational technologies and multicultural tolerance.
REFERENCES
Aschan, Nadine. 2011. Kaksikieliset koulutusohjelmat ovat valttikortti tulevaisuuden työmarkkinoilla.
Helsingin yliopisto, verkkotoimitus.
Ahola, Mia. 2011. Farmari Wang ja mystiset merkit. Opettaja, No 22-23, s. 22-26.
Anarâš. The Inari Sámis. www.samimuseum.fi/anaras/english/yleistietoa/yleistietoa.html (accessed August
2011).
Åland in figures 2011. Statistics and research Åland. Mariehamn: ÅSUB. www.asub.ax (accessed August
2011).
Björklund, Siv. 2011. Swedish immersion as a way to promote early multilingualism in Finland. In: Bangma,
Idske; van der Meer, Cor; Riemersma, Alex (eds.). Trilingual Primary Education in Europe. Some developments
with regard to the provisions of trilingual primary education in minority language communities
of the European Union. Leeuwarden/Ljouwert: Fryske Akademy, pp. 13-31.
Björklund, Siv. 2002. Case Study: A trilingual school in Vaasa, Finland. In: Beetsma, Danny (ed.). Trilingual
primary education in Europe. Inventory of the provisions for trilingual primary education in minority
language communities of the European Union. Mercator-Education. The European network for regional
or minority languages and education. Leeuwarden/Ljouwert: Fryske Akademy, pp. 14-32.
Buchberger, Irina. 2002. A Multilingual Ideology in a Monolingual Country: Language Education in Finland.
CAUCE, Revista de Filología y su Didáctica, No 25, ps. 185-202.
Cenoz, Jasone. 2009. Towards Multilingual Education. Bristol: Multilingual Matters.
CLIL. European Commission. Multilingualism, Content and language integrated learning.
http://ec.europa.eu/education/languages/language-teaching/doc236_en.htm (accessed August 2011).
ECRE. 2006. European Commission. NGO Network of Integration Focal Points Access to vocational training
and (higher) education. Recommendations for the integration of refugees and migrants in Europe. INTI
Community Actions.
Eurobarometer 2006. European Comission. Europeans and their Languages. Special Eurobarometer 243.
234