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saxelmwifo enis swavlebis sakiTxebi:
problemebi da gamowvevebi
Issues of State Language Teaching;
Problems and Challenges
of knowledge, skills, developing mind, moral, esthetical and other characteristic features, which create one's
private culture. It is vitally important to realize and fulfill the learners’ social role in the particular cultural environment.
Students need to become critical thinkers, to be confident and persistent problem solvers so
that they see themselves as activists rather than simple feeling overwhelmed by the challenges of the
world. Teachers must ensure that all pupils gain the academic skills that will give them access to the
knowledge of our society and the power to make a difference (Bank, 2005; Ramsey, 2004; Zogla, 2001;
Harmer, Blanc, 2000).
The proficiency of the teacher is based on the assumptions that it is a sum of different competences, for instance,
general intelligence, knowledge of the subject, classroom management, communication, etc. Much
attention is paid to the teachers’ emotional and psychological state in a ethnically and linguistically environment,
the structure of lessons as a form of learning and the traits of the teacher’s leadership.
One of the criteria to assess the teacher’s professionalism is the teacher’s level of all-round intelligence
(IQ). It involves a teacher’s psychological, pedagogical and social willingness to educate learners, regardless
the scale of their social values, ways of behavior, ideals, previous practice of Latvian and their specific developmental
background. If we wish to prepare a student to live and survive in a democratic society, a teacher
should be aware of cultural diversity and inconvenient situations. Moreover, a teacher should act and react
speedily in such situations, should predict their development and, if it is necessary, to change the selected
means, keeping in mind the goal of developing a harmonious personality regardless student’s physical, intellectual
and social experience.
As very important for successful professional action in an ethnic and linguistic environment are considered
some characteristic features of the teacher's personality (sensitivity, tolerance, patience). It depends
on the teacher's personality, what emotional climate will be created in a particular heterogeneous student’s
group". If the positive emotions prevail in the group ("emotional piece"), then the process of acquiring goes
deeper and faster. Emotions make an impact on the in-taking process of brains, memory and psychological
processes. In heterogeneous environment one should pay attention not only to the study content, but to the
emotional, psychological state of the pupils(Mushi, 2004; Sousa, 2001; Ramsey, 2004) .
Professional competence of the teacher is seen in the way he/she manages to plan the pedagogical process.
The research points out that there are teachers who partly acknowledge the National Standard as a precise,
well structured programme to stimulate teacher-learner cooperation and find the programme as a regulator in
educational process without which task-oriented and systemic approach cannot be carried out. On the one
hand, programmes worked out by other authors are challenging for a teacher to plan his/her own professional
activities. On the other hand, a teacher may run a risk if he/she does not take it analytically to meet the needs
of the particular culture environment and does not apply it flexibly.
One of the criteria of the competences of a subject teacher is the skill to select a topically vital content and
methods for realization this content. On the one hand, teaching and learning in an ethnic and linguistic environment,
means to take into account each learner’s specific characteristics of culture, on the other hand, to
search similarities and differences in the variety of cultures, to enrich learners’ specific culture including the
experience of ‘language in use’.
Research reflects that teachers need to develop some professional skills: social organization (emphasis on
individual accomplishments versus peer cooperation), conventions and courtesies of speech ( the length of
time one waits for a response, rhythms of speech and responses), patterns of cognitive functioning, in particular
the difference between verbal/analytic and visual/holistic thinking), motivation (responses to rewards versus
affection).
To help all pupils irrespective of their ethnos, linguistic activity experience to acquire the contents of the
different subject in Latvian, the teacher in the planning of the education process has to take into account the
heterogenic content of the students and individual, cognitive, emotional and social character of the learning,
especially language learning.
To teach the language means to create a certain environment, facilitating communication and linguistic
interaction. Grammar regularities cannot be isolated; they are included into the use of the language in
correlation with the language functions in the process of communication. In order to compare the native
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