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saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges topics envisaged in the program, in this way providing students with language expression possibilities in interesting and useful spheres of life. When transferring to bilingual education it is easy to associate the communicative functions and thinking skills and to keep such type of L2 teaching –learning program as a basis for the content and language integrated learning. Reconceptualising culture teaching It is obvious, that the teaching of culture is an integral, organized component of the every language teaching programme. Nevertheless, as it is formulated by Kenneth Chastain: “Culture is one of the two major areas (the other being communication skills) in second language education in which the greatest need and the greatest potential for improvement exist”. One of the major hurdles to the successful implementation of culture goals in language classes revolves around attitudes. This accounts for learners as well as teachers and those who are responsible for language content and teaching. For years, culture teaching typically looked like a monologue from a representative of one majority culture about particularity their own culture. The old approaches to the culture teaching were no longer adequate to society in which learners are not (should not?) treated as travellers, visitors but as equal citizens in the society. Culture teaching in a form of introducing visitors to majority culture should be replaced by learning to live together and celebrating cultural diversity. New approach to teaching culture became visible in Latvian as second language text-books at the end of the 90s: by researching and including interesting age appropriate content. For the first time characters were not only called by typical Latvian names. Writing a text-book for Grade 6 the authors together with the Publishing house Zvaigzne ABC announced a competition for text-book design. Minority school students were asked to send in interesting photos on different themes such as “my friend as I had never seen before”. That way minority school children literally “came” into text-books with their life and interests. In basic school education standard and program for minorities (2001) socio-cultural competence is defined as an understanding of cultural aspects in Latvia and intercultural dialogue, acquisition of literature and cooperation. When selecting literary works for reading in Latvian it was advised to have: 50% – works of Latvian authors and works that help develop an understanding of Latvian culture; 30% – literature in Latvian that meets students’ interests; 20% – texts that are appropriate to students’ individual needs in order to prepare for learning in the next stage of education. The communicative, linguistic and socio-cultural competences are developed in an integrated way, gradually and consecutively, appropriate to the interests and needs of age groups, in the following thematic areas: � myself, others, everyday life and relationships; � myself, others, free time, healthy lifestyle; � myself, others, surrounding world and mutual interaction; � myself, others, science, technology and sources of information; � myself, others, school and education; � myself, others and cultural life. Intercultural education became part of L2 teachers in service training programme. Intercultural education, intercultural dialogue, tolerance, management of interethnic relations are concepts of global education. It is interesting to examine which of these terms have become commonly used and dominating in Post – soviet countries’ discourse. In the Baltic States, the “intercultural dialogue” is more commonly used, in Middle Asia – “tolerance”. The author prefers the use of term intercultural dialogue because ‘tolerance’ is a principle, intercultural dialogue – a form. In order to substantially change the learning practice instead of just introducing new terms the learning environment as well as the form of interaction must be changed, which certainly is a transition to a dialogue. All in al, I would like to conclude that second language teachers are facing a need of careful reexamination of classical ideas, preconceptions, methods and ways in language education for understanding its role and purposes in the multilingual education. 264
saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges By learning and accepting new concepts, teachers are looking for new resources for second language teaching. Linguists should respond to this request and should develop grammar descriptions for second language students. National Curriculum and Assessment Centre should develop an integrated language teaching curriculum (including minority language acquisition) and attainment targets should be internationally comparable, which would guarantee a frame of references for assessing language development. Teachers pre-service education and in-service training agencies should ensure that L1 teachers learn and use the same teaching methods as L2; and minority schools have a whole school language development approach, i.e., pupils language development is every teacher’s responsibility not only the state language teacher’s. If support is not given by experts in the field based on the internationally acknowledged solutions, then the missing places are filled with pseudo effective solutions. That is how in Latvia finances were wasted on developing different types of terminology dictionaries, in Georgia – translating school books. Multilingual and multicultural society has become a state of fact, and the field of multilingual daily life is developing a little more each day. Multilingual education is an answer to the needs of multicultural society. An awareness of the second language acquisition process and the strategies that facilitate it provides the necessary foundations for dealing with such situations effectively. Once this importance of the second language teaching quality is acknowledged, commonly agreed and accepted not only by language specialists but by policymakers and society, I believe that the context for language learning will be much more positive. REFERENCES Brumfit, C. 1984. Communicative Methodology in Language Teaching: The Role of Fluency and Accuracy. Cambridge: Cambridge University Press. Cantoni – Harvey, G. 1997. Content – Area Language Instruction. Addison – Wesley Publishing Company. Chastain, K. 1988. Developing Second-Language Skills. Theory and Practice. Harcout Brace Jovanovich Publishers. Cummins, J. 1996. Negotiating Identities: Education for Empowerment in a Diverse Society. CABE. Dedze, I. 1999. Reading Ability of Latvian Students. Results from an International Study. Institute of International Education. Stockholm University. Facing the future. Language educators across Europe. 2003. European Centre for Modern Languages. Council of Europe Publishing, Strasbourg Cedex. Grigule, L., Pavula, I., Salme, A. Standard and Programme for Latvian as a Second Language: Universal and National Features. Best Practices of Learning Less Widely –used Languages in Multicultural and Multinational Europe. September, 23 – 25, 2004, Vilnius, Lithuania. Latvian language and literature in the schools providing curricula for ethnic minorities. Standard for Compulsory Education, grades 1-9 . Approved by the Curriculum Development and Examination Centre. Statement No.4, 12th January 2004. Salme, A. 2006. New Trends in Teaching Latvian as a Second Language in the Process of educational Transformation. Synopsis of Doctoral Thesis in Linguistics. Riga. Selinker, L., & Douglas, D. (1985). Wrestling with 'context' in interlanguage theory. Applied Linguistics, 6, 190-204. The Latvian Institute fact sheet. Retrieved July 14, 2011 from http://www.li.lv/index. Karina Brikmane Master's Degree in Pedagogy, Liepaja University PhD student, Riga, Latvia Laima Geikina Doctor of Pedagogy, University of Latvia, student for PhD in Theology, Riga, Latvia 265
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REFERENCES saxelmwifo enis swavlebi
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