JOLANTA KUDIŅA

DAUGAVPILS SECONDARY SCHOOL OF DESIGN AND ART

“SAULES SKOLA”

Learning Language Policies

in Latvia

Relating Latvian Year 12 Examination in English to the CEFR (2010)

The examination provides useful and reliable assessment of the test-takers’ language proficiency level and is a valid measurement tool.

The examination covers language domains, communicative situations and tasks outlined by the CEFR.

Descriptions of B1 – C1 levels can be used as criteria to describe students’ performance.

CLIL in Latvia

Project started due to the British Council in 2005

12 schools from 17 involved (in Daugavpils)383 students: 204 in lower secondary school;

179 in upper secondary school1605 of CLIL lessons per school yearSubjects: Economics, Chemistry, Physics,

Mathematics, Biology, History of Culture, Foreign Literature, Physical Education, Social Science, English

ADVANTAGES OF CLIL IN LATVIAADVANTAGES OF CLIL IN LATVIA

PROBLEMS WITH CLIL IN LATVIAPROBLEMS WITH CLIL IN LATVIA

We have already got an experience in bilingual teaching (minority schools). Some methods and techniques of bilingual education could be used in CLIL. However CLIL introduction in schools with the Latvian language instructions is easier because of the use of 2 languages (L1 and L2).

Content language teachers’ FL knowledge level is low in general. Universities do not prepare content teachers to teach in FL (students knowledge of FL is rather high)

The Ministry of Education and Science has just started to investigate CLIL possibilities. It’s very difficult to introduce CLIL at schools without the Ministry’s support.

No CLIL textbooks and other supplementary materials

Much time is needed to prepare for a CLIL lesson

CLIL IN LATVIA

ICT in foreign language classes

One of the optimal ways to intensify and increase the relevance of foreign language learning and teaching is to integrate the use ICT in the teaching and learning process. ICT may only be seen as one component of powerful learning environments which has to be integrated into broader contexts of learning.

37,5% of students have used ICT to master English, 29,9% to master other foreign languages, 22,9% - in the Latvian language.

It is not surprising that ICT is mostly used in schools of Latvia in acquisition of foreign languages, because these subjects (English, German, Russian) were among the first in which the original software was developed, the foreign experience was acquired through participation in different international projects, new study courses in teacher education programs were developed and implemented, and in-service courses were organised for teachers practising these subjects.