Untitled

saxelmwifo enis swavlebis sakiTxebi:
problemebi da gamowvevebi
Issues of State Language Teaching;
Problems and Challenges
sufficient. In many cases a good cooperation with minority student's parents is not achieved mostly
due to low Latvian language proficiency.
� As pupils frequently don’t have knowledge about their own ethnic
� group’s culture, they view Latvian traditions non-critically or do not understand them at all. Such a
situation creates the threat of assimilation or an opposite thing – intolerant attitude towards Latvian
culture. There are less problems with pupils who have attended a Latvian language pre-school
institution, and who have a good family support in the process of learning the Latvian language and
content of different subjects.
� Teachers need to acquire a new professional competence – how to work with
� ethnically and linguistically heterogenic classes.
� Especially important are problems of pedagogical nature. Teachers admit that
� they do not know the history of different ethnic groups, their traditions, and don’t know their language
to help the student if need be.
� Problems arise also from methodically unprepared teachers, the use of
� different text books and other study materials which are intended for majority students. It is important
to take into account that minority students are learning Latvian as a second language not their native
language as it is with majority students.
� In order to develop pupils' basic skills of the Latvian language , it is necessary
� to ensure a mutual link between different subject contents and the cooperation between teachers in its
acquisition process.
� Taking into account the many different problems in the last few years The
� Latvian Language State Agency in cooperation with higher educational institutions, Ministry of
Education and Science and local municipalities has created a system for further education of teachers
and development of methodical and study materials etc.
REFERENCES
Anspoka Z. & Silina-Jasjukevica G. (2006). Latvian Language for Ethnic Minority Students in Elementary
School with Latvian language as alanguage of Instruction. Riga: Lielvards. [In Latvian].
Anspoka, Z. (2008) Daži latviešu valodas mācību satura kultūrvides komponenta aspekti 1.–4. Klasē
[Some aspects of ensuring cultural environment in Latvian content for 1st to 4th grade]. Letonikas
2. kongresa materiāli. Valodniecības raksti-2. Rīga: Latvijas Zinātņu akadēmija, 168.–79. lpp. (In
Latvian).
Austers, I., Golubeva, M., Kovaļenko, M., Strode, I. (2006) Daudzveidība ienāk latviešu skolās.
Mazākumtautību bērnu integrācija latviešu skolu vidusskolas klasēs. Rīga: Sabiedriskās Politikas
Centrs PROVIDUS.
Bank, A.J. (2005) Improving Multicultural Education. Lessons from the intergroup education
movement.New York: Columbia University.
Giddens, A. (2003) Runaway World: How Globalisation is Reshaping Our Lives. Taylor& Francis, p.124.
Fishman, J. (1999). Handbook of Language and Ethnic Identity. New York: Oxford University Press.
Hamers, J. F., Blanc. M. (2000). Bilinguality and Bilingualism. Cambridge, England: Cambridge
University Press.
Krasner, I. (1999). The role of culture in language teaching,. Dialogue on Language Instruction, 13(1-2),
79-88.
Larsen-Freeman, D. (2000). Techniques and principles in Language Teaching. Oxford: Oxford University
Press.
Mushi, S. (2004) Multicultural competences in teaching; a typology of classroom
activities.// Intercultural education. Vol.15., No.2, June, p.179-194
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