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JOLANTA KUDIŅADAUGAVPILS SECONDARY SCHOOLOF DESIGN AND ART“SAULES SKOLA”Learning Language Policiesin Latvia
Relating Latvian Year 12 Examination in Englishto the CEFR (2010)The examination provides useful and reliableassessment o...
CLIL in LatviaProject started due to the British Council in 200512 schools from 17 involved (in Daugavpils)383 students...
ADVANTAGES OF CLIL INLATVIAPROBLEMS WITH CLILIN LATVIAWe have already got anexperience in bilingualteaching (minorityscho...
ICT in foreign language classesOne of the optimal ways to intensify and increase therelevance of foreign language learnin...
It is not surprising that ICT is mostly used in schoolsof Latvia in acquisition of foreign languages, becausethese subjec...
It is not surprising that ICT is mostly used in schoolsof Latvia in acquisition of foreign languages, becausethese subjec...
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Latvia- by Jolanta Kudina_ Study Visit 2013-189-ES (Barcelona)

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Latvia: Presentation for the European Study Visit 2013-189-ES (Catalonia, Spain), "Language learning spaces: diversity and transversality". Author Jolanta Kudina. Visit the web: http://blocs.xtec.cat/cataloniastudyvisit2013languagelearning/report/

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Transcript of "Latvia- by Jolanta Kudina_ Study Visit 2013-189-ES (Barcelona)"

  1. 1. JOLANTA KUDIŅADAUGAVPILS SECONDARY SCHOOLOF DESIGN AND ART“SAULES SKOLA”Learning Language Policiesin Latvia
  2. 2. Relating Latvian Year 12 Examination in Englishto the CEFR (2010)The examination provides useful and reliableassessment of the test-takers’ language proficiencylevel and is a valid measurement tool.The examination covers language domains,communicative situations and tasks outlined by theCEFR.Descriptions of B1 – C1 levels can be used as criteriato describe students’ performance.
  3. 3. 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 inupper secondary school1605 of CLIL lessons per school yearSubjects: Economics, Chemistry, Physics,Mathematics, Biology, History of Culture, ForeignLiterature, Physical Education, Social Science,English
  4. 4. ADVANTAGES OF CLIL INLATVIAPROBLEMS WITH CLILIN LATVIAWe have already got anexperience in bilingualteaching (minorityschools). Some methodsand techniques of bilingualeducation could be used inCLIL. However CLILintroduction in schoolswith the Latvian languageinstructions is easierbecause of the use of 2languages (L1 and L2). Content language teachers’ FLknowledge level is low in general.Universities do not prepare contentteachers to teach in FL (studentsknowledge of FL is rather high) The Ministry of Education and Sciencehas just started to investigate CLILpossibilities. It’s very difficult tointroduce CLIL at schools without theMinistry’s support. No CLIL textbooks and othersupplementary materials Much time is needed to prepare for aCLIL lessonCLIL IN LATVIA
  5. 5. ICT in foreign language classesOne of the optimal ways to intensify and increase therelevance of foreign language learning and teachingis to integrate the use ICT in the teaching andlearning process. ICT may only be seen as onecomponent of powerful learning environments whichhas to be integrated into broader contexts oflearning.37,5% of students have used ICT to master English,29,9% to master other foreign languages, 22,9% - inthe Latvian language.
  6. 6. It is not surprising that ICT is mostly used in schoolsof Latvia in acquisition of foreign languages, becausethese subjects (English, German, Russian) wereamong the first in which the original software wasdeveloped, the foreign experience was acquiredthrough participation in different internationalprojects, new study courses in teacher educationprograms were developed and implemented, and in-service courses were organised for teacherspractising these subjects.
  7. 7. It is not surprising that ICT is mostly used in schoolsof Latvia in acquisition of foreign languages, becausethese subjects (English, German, Russian) wereamong the first in which the original software wasdeveloped, the foreign experience was acquiredthrough participation in different internationalprojects, new study courses in teacher educationprograms were developed and implemented, and in-service courses were organised for teacherspractising these subjects.
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