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Summary
1.
Introduction
2. State
policy in order to change the language hierarchy in Latvia
3. Why
did the well-intentioned State policy fail?
4.
Analysis of the myths
5. The
Nacional Programme for Latvian Language Training (NPLLT)
6. The
Philosophy and Strategy of the National Programme for Latvian Language Training
7.
Changes in the Education System - a political or pedagogical problem
8.
Language acquisition the way to integration or vice versa?
9. The
current situation
1.
Introduction
What is so special
about Latvian language acquisition that it is worth serious debates in Latvia and that
even the international community is interested in the issue? People conducting interviews
on the language issue in Latvia are confused, because the statements about the language
situation in Latvia will be almost as many as the persons interviewed. What is really
happening, whom can you believe and who is right?
The language
situation in Latvia in the year 2002, 11 years after regained independence, is still not
treated in neutral terms, but is tackled emotionally and used as a weapon. Where the
Latvian language society is divided between two extremes or two poles. Some want to
implement the Latvian Language Act, which recognises the Latvian language as the only
State language of Latvia, as fast possible - others want to continue the former Soviet
policy and its consequences, and accept two State languages, Latvian and Russian. Between
these two poles everyday life is taking place.
2.
State policy to change the language hierarchy in Latvia
In 1994
approximately 700,000 of Latvias approximately 2.5 million residents had little or
no knowledge of the Latvian language, as a consequence of the 50 year-long Russianisation
policy during the Soviet occupation. Of these 700,000 persons approximately 200,000 were
Latvian citizens. The Law on languages, which in 1989 gave the Latvian language the same
status as Russian, was changed by amendments in 1992 and the Latvian language became the
only official language of the Republic of Latvia. In the same year, a State Language
Centre was set up, responsible for the juridical status and the strengthening and use of
the Latvian language. Different language levels for different professions were worked out,
the so called proficiency tests and attestation commisions responsible for the language
exams established, and a language inspection introduced.
It is obvious that
the Latvian state sought to introduce a responsible language policy aimed at reestablish
Latvian as the only State language. In 1992-93 virtually a people´s movement was
mobilised to teach Latvian. Practically everyone who knew Latvian was teaching the
language to someone who did not know it. 153,000 persons passed the language proficiency
tests during this time but the language situation changed very little. The result was deep
disappointment on both sides. What happened? Why did this action fail? The reasons and
answers are very complex.
3.
Why did the well-intentioned State policy fail?
In the following I
will try to analyse and determine some of the reasons the failure of this
well-intentioned. The main reason, in fact, was unrealistic ideas about language learning
and language teaching, based on different myths, stereotypes and prejudeces developed and
practiced during Soviet times and intensified by the mental isolation of Latvia over the
period. Here a list of frequently voiced statements:
Table 1
Latvians about Russians and the Latvian language |
Russians about Latvians and the Latvian language |
- All Russians are stupid,
ignoramus, imperialists, and rude;
- Russians cannot learn a foreign
language;
- The Russians should go home;
- Russians are not able to learn
Latvian;
- Russians will never learn
Latvian;
- They have been living here for
40 years and still do not know Latvian;
- In Siberia we learnt perfect
Russian within three months;
- They have to be forced to learn
Latvian as we had to learn Russian;
- The Latvian language is a
special language;
- The Latvian language is a very
old language;
- The Latvian language is very
difficult and complicated, even the Latvians have difficulties;
- The Russians are ignoring our
language and culture;
- I cannot listen to the Russians
speaking Latvian, their terrible accent and grammar mistakes are not tolerable;
- What will we do, if all Russians
speak Latvian?
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- All Latvians are damned
nationalists= faschists;
- You cannot trust the Latvian
institutions;
- The Latvians do not like us;
- The Latvians want to get rid of
us;
- The Latvians say, go home, but
where should we go, Latvia is our home;
- You cannot trust the State
Language Centre, the commissions are corrupt, incompetent, they do not want us to pass the
language tests;
- The Latvian language is very
difficult and complicated, even the Latvians have difficulties in speaking correct
Latvian;
- You cannot speak about higher
cultural, philosophical and global issues and values in Latvian, the language is too poor;
- The Latvian language is a
kitchen language, a dog language;
- The Latvian language teachers
are bad;
- There are no good teaching
materials available;
- Why should we learn Latvian, we
will speak Russian anyway;
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This
list could be prolonged with tens of additional statements. What can be achieved through
such attitudes? Certainly the acquisition of the Latvian language. Both sides are in
principle rejecting Latvian language acquisition. For the Latvians the language is a
"holy cow" and an insider secret code; for the Russians it is useless and
worthless. In actual fact, this discussion is not promoting but blocking the distribution
and the use of the Latvian language.
Let us analyse
some of the issues to get a clearer picture of what is going on and what is needed to
solve the problems.
4.
Analysis of the myths
Firstly, the
Russians were never obliged to learn Latvian when they came to Latvia. The environment was
prepared and adapted to the language needs of the Russians, not to those of Latvia and the
Latvians. For example Russian classes were established in Latvian schools, when this was
requested. When the need was expressed, the schools were transformed into two-stream
schools, with Russian and Latvian classes. When more Russians came to Latvia and the need
was there, Russian schools were established. In the beginning, this was defended by the
argument, that these people would stay in the country only for a limited time, and would
move somewhere else after a few years. The fact is that the people stayed but the
tradition, not to learn the language, remained. In fact, this behaviour was extended to
other fields. When non-Latvian speakers were not able to manage their everyday duties in
Latvian, the language of instruction was changed to Russian. By the nineteen eighties the
official language in Latvia had been transformed, "naturally" into Russian.
Latvian had become de facto a minority language in Latvia. What is more, the
teaching of Russian in Latvian schools was very well prepared and of a high standard. The
status of Russian as the "lingua franca" in Latvia was established from two
different directions.
Secondly, there
existed and still exist unrealistic ideas about language acquisition. Language acquisition
was not regarded as a human learning process but as a technical issue, something which
could be installed at a certain date and under certain circumstances. No human factor was
taken into account. No estimates were made how many hours and how long a time is necessary
to learn a language. No psychological or sociological analysis was made to understand the
trainees. Learning foreign languages was not very popular during the Soviet period,
because there was no use for foreign languages. In the accessible foreign countries you
could speak Russian, the other countries were not accessable. Foreign languages were
taught theoretically or with topics (certain themes with limited questions and answers
which were learnt by heart). Additionally most Russians had no language learning
experience at all. All this made the Latvian language even more worthless and
unattractive.
Thirdly, there is
no motivation to develop language teaching pedagogiy if the language learning is only
formal. So no attention was paid to improving the teaching of Latvian, to develop new,
attractive and interesting teaching materials that would motivate the learners.
Fourthly, being a
Latvian language teacher in Russian schools was regarded as a low prestige job. The mental
isolation associated with Latvian Philology influenced also the Latvian language teachers,
who were constantly repeating how difficult and complex the Latvian language is. This did
not promote the language acquisition. Additionally many teachers regarded the students as
stupid and lazy and not able to learn Latvian, which did not make the situation any
better.
Fifthly, there was
no tolerance of people who spoke Latvian with a foreign accent or wrong grammar. As soon
as soemone began speaking Latvian with an accent or was making mistakes, Latvians switched
to Russian. This phenomena is still active. How can a student learn a language if he or
she is not allowed to use the language in the learning process and is not allowed to make
mistakes?
Last yet not
least, the already mentioned introduction of a Russian school system in Latvia was the
beginning of segregation in the society, a creation of two different information spaces.
The Soviet Russian schools in Latvia had nothing in common with Latvia and the Latvians.
The follow-up of this policy is still affecting Latvian life in
Latvia. It is
obvious that a common education system is needed to achieve a consolidated and integrated
society in Latvia.On the Latvian side it is expected that the Russians learn Latvian
fluently but no means are provided to make the language accessable for learning. Instead,
the Latvians are keeping their language as a secret code in a golden cage. |