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saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin. REFERENCES Baker, Colin (1988). Key Issues in Bilingualism and Bilingual Education. Clevedon: Multilingual Matters. Baker, Colin (1993). Foundations for bilingual education and bilingualism. Clevedon: Multilingual Matters. Cazabon, Mary T., Elena Nicoladis, and Wallace E. Lambert (1988). Becoming Bilingual in the Amigos Two-Way Immersion Programme. http://www.cal.org/crede/pubs/research/rr3.htm Crawford, James (1997). 'Research on Language-Minority Education: The State of the Art'. Best evidence: Research on language-minority education. Washington, DC: National Clearinghouse for Bilingual Education. http://www.ncbe.gwu.edu/ncbepubs/reports/bestevidence/research.html Cummins, James (1980). The construct of language proficiency in bilingual education. In: Alatis, J.E. (ed.), Current Issues in Bilingual Education. Washington. Georgetown University Press. Garcia, Augustine (2000). 'Informed parent consent and Proposition 227'. Bilingual Research Journal 24, (1, 2): 57-74. Krashen, S., Crawford, J. and Kim H. (1988). Bias in polls on bilingual education: A demonstration. http://ourworld.compuserve.com/homepages/JWCRAWFORD/USCpoll.htm Lemmon, C.R. and Goggin, J.P. (1989). 'The measurement of bilingualism and its relationship to cognitive ability'. Applied Psycholinguistics, 10, 144-155. Piaget, Jean (1975). Sprechen und Denken des Kindes. Düsseldorf: Schwann. Save the Children (2005). Child Rights Programming. Lima. Schulter, Beatrice (2006). 'Language learning and multilingual education from the point of view of the child - linguistic, cognitive and personal development in education forms with various linguistic settings'. In: Bachmann, C. (ed.), Language Policies and Education in Multilingual Societies. CIMERA Conference Proceedings 7, Tbilisi. Sweetnam Evans, Moyra (2001). Academic achievement, underachievement and bilingual/multilingual education: What the university can contribute. http://general.rau.ac.za/aameeld/junie2001/achievement.htm. Thomas, Wayne P. and Virginia Collier (1997). 'School effectiveness for language minority students'. National Clearinghouse for Bilingual Education. www.ncbe.gwu.edu. Twyford, Charles W. (1988). 'Age Related Factors in Second Language Acquisition'. The National Clearinghouse for Bilingual Education, 2. http://www.ncbe.gwu.edu/ncbepubs/classics/focus/02bage.htm. UNESCO (2003) Education Position Paper: Education in a multilingual world. United Nations, Office for the United Nations High Commissioner for Human Rights (1989), Convention on the Rights of the Child. http://www2.ohchr.org/english/law/crc.htm United Nations, Office for the United Nations High Commissioner for Human Rights (2006), Frequently Asked Questions on a Human Righst-based Approach to Development Cooperation. New York and Geneva. Wode, H. (1995). Lernen in der Fremdsprache: Grundzüge von Immersion und bilingualem Unterricht. Ismaning: Hueber. Wygotski, Lew (1974). Denken und Sprechen. Frankfurt am Main: Fischer. Katri Raik Narva College of the University of Tartu, Estonia 246
saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges Content and Language Integrated Learning: Prospects for Bilingual School in Estonia ABSTRACT Teaching children in the language that is different from their mother tongue has been practiced in Estonia since the beginning of the 1960s. At first it was teaching in the English language. The schools which at that time introduced English-medium instruction have been considered elite schools in Estonia up to today. In modern Estonia under the notion “content and language integrated learning” people mean the methodology which ensures simultaneous acquisition of the content and language which happens due to development of certain learning skills (Mehisto, Marsh et al, 2008). The methodology of content and language integrated learning is applied primarily in general education schools with Russian as the language of instruction which compose one fifth of the whole of school system of Estonia. Voluntary systematic application of content and language integrated learning in Russian-medium schools began in Estonia over ten years ago with the launch of the “language immersion” project by the example of Canada. Language immersion is practiced both in kindergartens and in basic school. Thus, in Estonia both early and late language immersion is used in its both full and partial forms. This teaching methodology has already proved its effectiveness. In 1997 the current “Law on Basic and Secondary Schools in Estonia” was added to with a new point according to which Russian-medium schools were to start transition to partial subject teaching in the Estonian language at the level of secondary school not later than 1 September, 2007. The pupils who started studying in secondary school in 2011 are to be taught subjects in the Estonian language in the extent of 60% of the compulsory study minimum stated by the National Curriculum. The aim of such “transition” to teaching in Estonian is to provide Russian-medium secondary school leavers with equal (comparing to pupils finishing Estonian-medium schools) possibilities of further education or employment at the labour market. New National Curricula for basic and secondary school (adopted by the Government Regulation of 6 January, 2011) recommend using the content and language integrated learning methodology in the process of the transition. Thus, devising of this methodology becomes the key topic of the education system of Estonia for the next years. The Estonian-medium instruction is applied already at the basic school stage in the vast majority of schools (according to data of the Ministry of Education and Research, it is practiced in, at least, three fourths of schools). In the academic year 2010/2011 the compulsory minimum of subjects of Estonian-medium instruction in the first year of secondary school is 4 subjects (adopted by the Government Regulation no. 235 of 23 November, 2007). However, according to data of the Ministry of Education and Research, in 90% of secondary schools more than 4 subjects are taught in the Estonian language. Meanwhile, single secondary schools reach the 60% rate of Estonian-medium content/subject instruction. Up to today the subject of discussion is what we mean by the notion “content/subject teaching in the Estonian language”. Do we take into consideration the level of pupils’ Estonian language skills which depends directly on their age and speech skills in their mother tongue? Pupils and teachers’ evaluation of and attitude to the serious changes 10 which took place in Russianmedium schools during the last years have been the subject of research. The first results of such researches (2009) show that we are standing at a crossroads: pupils and teachers’ discontent with the changes in the area is at a high level, although it is too early to make conclusions yet. The differences between Ida-Viru County, Tallinn and other regions of Estonia are considerable. The standpoints of teachers and pupils also differ: as the research shows, pupils are more open to studying in the English language. The positive result is the pupils’ growing interest towards studying in secondary vocational educational institutions and universities in Estonia. The methodology of teaching and motivation of pupils remain the problematic issues (Masso, Kello, 2010). 10 Today in Estonia there are 62 Russian-medium secondary schools which are located mainly in Tallinn and Ida-Viru County. 19% of the total number of pupils study in 4gGeneral education schools with Russian as the language of instruction; every fourth Russian-speaking pupil studies in the Estonian-medium classroom or in the language immersion programme. 247
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