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saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges Unfortunately, we do not have the data about the methods which schools use for teaching second and foreign languages and about the effectiveness of these methods. The TALIS (2007/20008) research of teachers conducted within the frames OECD revealed the fact that is worth paying attention to: viewpoints of teachers in Estonia are liberal and modern, although the teaching practice is considered more traditional as compared to other countries (Loogma, Ruus et al, 2009). The question of the teacher’s Estonian language fluency is no less important since the mother tongue of the majority of teachers using content and language integrated learning methodology is Russian. The overview of the academic performance of pupils from Russian-medium schools is provided in reports of OECD PISA researches (2006, 2009), according to which schools with Russian as the language of instruction have showed poorer results (see the overview: http://www.ekk.edu.ee/vvfiles/0/PISA_2009_Eesti.pdf). A relatively small number of subjects 11 taught in the Estonian language could not have had a considerable effect on the indexes of the development level of main skills. According to the data of state examinations (the system has been in operation since 2000), the academic results of Russian-speaking youth are lower (as compared to the ones of their Estonian-speaking peers), primarily in the area of history, civic science, geography and foreign languages. It is noteworthy that those first Russian-medium schools where Estonian-medium instruction is applied to a much larger extent, showed academic results equal to the ones of Estonian-medium schools (data of the Ministry of Education and Research for the academic year 2010/2011). Directors of Russian-medium schools have recently been attracting the public attention via mass media to the problem of the most talented children’s going to Estonian-medium schools (“Õpetajate Leht (Teachers’ Newspaper)”, 14 January, 2011, p. 2). The Russian-medium school of Estonia is at the crossroads: it is important to define the status of the basic school with Russian as the language of instruction and decide its destiny. In the new conditions an essential role is given to Russian-speaking teachers who are to keep and preserve the culture of their nation. The success of further application of the content and language integrated learning methodology (the methodology which has already proven its effectiveness on the international scale) in Estonia depends on the state educational policy, teachers’ preparedness and readiness to use it, availability of corresponding study materials and teachers’ skills to adopt the study materials they already have. The current state educational policy categorically allows secondary education in the Estonian language, while secondary vocational education can be obtained in the Russian language. According to the data of the Ministry, the number of Russian-speaking youth who choose to study in vocational educational institutions is 10 % higher than in the case of their Estonian-speaking peers. According to the “Law on Basic and Secondary Schools”, the owners of Russian-medium secondary schools, local governments, can apply for the delay in transition to the Estonian language of instruction, and private secondary schools have the right to keep the Russian-medium instruction. Up to this moment, six months before the beginning of the school reform, the corresponding applications have not been submitted. Thus, today the main issue is not the necessity of introducing changes in the area of education, but the way of doing that. Training of teachers for Russian-medium schools already was the subject of discussions over a decade ago (Vassiltšenko, Asser, Trasberg, 1998). The participants of that discussion focused on the teacher’s language fluency and also on the issues of the possibility of teacher training in Russian (mother tongue) and linking the Estonian context with the national culture of a pupil. The alterations made in the teacher training curriculum are, unfortunately, not enough: the subject which would pay much attention to multicultural education is rather an exception than a rule in the teacher training curriculum. In today’s Estonia all teachers need special preparation for using the content and language integrated learning methodology; it is important to pay special attention to training of teachers who work both in the Estonian and in the Russian languages. Content/subject teaching in the Russian language should be introduced, first and foremost, in the basic school in the case of exact and nature sciences. Education of teachers of Russian as the mother tongue should be in compliance with their new role: the preserver of the language and culture who shapes the identity and supports Russian-medium content/subjects instruction. The above-mentioned content and language integrated learning is an issue not only for Russian-medium schools in Estonia. In Estonia besides schools with Russian as the language of instruction there are English- 11 The participants of the research were pupils under 15 years of age. 248
saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges medium and Finnish-medium schools, as well as schools with partial instruction in French and German. The key to further success is in cooperation between teachers and experience exchange, including that with foreign colleagues. In connection with the language-oriented teaching methodology the following fact is becoming increasingly important: pupils in Estonian-medium schools have very different cultural background and their mother tongue is not necessarily Estonian or Russian. The latter circumstance sets the Estonian education system and its teachers special tasks. The results of researches show that studying in the multicultural environment is under-estimated in the Estonian education system, first of all, in the case of the Estonian-medium school (Loogma, Ruus et al, 2009). It is necessary to provide the corresponding competence with a clear meaning in Teacher’s Professional Standard of Estonia and in in-service teacher training. REFERENCES Loogma, K., Ruus, V-R., Talts, L. & PoolValickis, K., 2009. Õpetaja professionaalsus ning tõhusama õpetamis- ja õppimiskeskkonna loomine. OECD rahvusvahelise õpetamise ja õppimise uuringu TALIS tulemused. (Teacher’s Professionalism and Creation of More Effective Teaching and Learning Environment. Results ofOECD International Survey in Teaching and Learning TALIS).Tallinn: Tallinna Ülikooli haridusuuringute keskus. Masso, I. & Kello, K., 2010. Vene õppekeelega koolide valmisolek eestikeelsele gümnaasiumiõppele üleminekuks(Readiness of Russian Medium Schools for Transfer to UpperSecondary School Studies in Estonian Language.) In: http://www.hm.ee/index.php?048181.20.02.2011. Mehisto, P., Marsh, D. and Frigols, M.J.: 2008, Uncovering CLIL. Macmillan, Oxford “Õpetajate Leht (Teachers' Newspaper)”, 14 ianvari, 2011. PISA , 2009 – http://www.ekk.edu.ee/vvfiles/0/ PISA_2009_Eesti.pdf Vassiltšenko, Asser, Trasberg, Muukeelne haridus ja õpetajakoolitus, 1998. http://www.kke.ee/index.php?lang=est&pages_ID= 46&menus_ID=1&active_ link_ID=55&mark=0 http://www.hm.ee/index.php?0511752. 20.02.2011. Zenta Anspoka Doctor of pedagogy, professor Riga Teacher Training and Educational Management Academy, Latvia 249
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a. passionate b. Pathetic c. enthus
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REFERENCES saxelmwifo enis swavlebi
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