5. The National
Programme for Latvian Language Training (NPLLT)
In 1994, Latvia
was fortunate in having a Government rational enough to understand that the language
situation is more than a linguistic problem. The Government realized that something had to
be undertaken immediately and that Latvia was not able to solve the problem alone. In this
situation, the Latvian Government approached the United Nations Development Programme
(UNDP) in Latvia and asked for assistance in elaborating and implementing a National
Programme for Latvian Language Training in Latvia.
In 1995, UNDP
organized a national-international working group to design a National Programme for
Latvian Language Training (NPLLT). The group drew up a ten-year National Programme
addressing both the national education system and the adults. For the implementation of
the NPLLT, a five-person institution was created, the Latvian Language Programme Unit
(LLPU). The implementation of the Programme started in late 1996 and covers 5 main fields:
Teacher
training;
Development of
new teaching materials;
LSL (Latvian as
a second language) courses for adults;
Integration
activities;
Development of
the programme management.
How did the
Programme tackle this very complex problem? What was the Programme philosophy? What has
the Programme achieved during these six years?
6.
The Philosophy and Strategy of the National Programme for Latvian Language
Training
The first step was
and still is to eliminate all the myths, stereotypes and prejudeces among the trainers as
well as among the trainees. For this purpose a campaign was started to introduce a
completely new subject Latvian as a second language (LSL).
The first task of
the Programme was to introduce LSL and to train the Latvian language teacher corps in new
methodologies and teaching approaches as soon as possible. For this purpose the NPLLT used
the so -called multiplicator effect. A core group of teachers is trained to train their
colleagues. This approach has shown that it is possible to implement far-reaching reforms
within a short time. The NPLLT has trained three such multiplicator groups over these six
years. These trainer groups are addressing their colleagues from different angles and at
different levels. The NPLLT multiplicators, meanwhile, are addressing all minority school
teachers. Demand of their training is today also being requested by Latvian school
teachers. The following table shows the multiplicator effect in work:
Table 2.
Table showing the multiplicator effect of the NPLLT
|
1996-97 |
1997-98 |
1998-99 |
1999-00 |
2000-01 |
2001-02 |
Total |
Training
of LSL methodology multiplicators |
40 |
|
|
|
|
|
40 |
LSL
multiplicator training of their colleagues |
|
220 |
300 |
468 |
151 |
219 |
1358 |
Training
of LSL primary school multiplicators |
|
|
|
40
(30 active |
|
|
|
LSL
primary school multiplicator training of their colleagues |
|
|
|
247 |
293 |
335 |
875 |
Training
of multiplicators of bilingual teaching methodologies |
|
|
|
|
60
(40 new 20 from
the start LSL meth. Trainer group) |
|
60 |
Bilingual
teaching methodology multiplicator training of their colleagues |
|
|
|
|
986 |
727 |
1713 |
Number
of teachers who have finalized a NPLLT teacher training course since 1996 |
40 |
220 |
300 |
755 |
1490 |
1281 |
4086 |
Which are the
results of this teacher training? What has changed? The third table shows a list of
criteria which today are used as everyday teaching instruments, but which the trainers
were not even aware of just a few years ago.
Table 3
The
trainers understand that different target groups and different language learning needs
exist; e.g.
Different ages
need different content and approaches;
Students have
different gifts and skills for learning languages;
Special content
and approach is needed for mentally handicapped students;
Students want
interesting and exciting classes which can compete with the media;
Adults have very
different needs compared to children;
The needs of
individual adults are very different;
The previous
experience of adult may be very different but important in the language learning process;
Even adults can
learn a language;
An adult is not
a fool because he/she does not know Latvian;
Also adults need
a progressive language learning approach;
Adults are also
making mistakes when they learn a language;
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The fact is that
the LSL and other trained teacher groups have become more self-confident, open and
smiling, creative and keen to learn new methods. That such teachers are much better
pedagogues hardly needs to be explained. The beneficiaries of the NPLLT teacher training
are meanwhile not only the teachers themselves but all primary school children from grade
1 to 9 and a large number of adults.
What has happened
to the teaching materials? The fact is that the multiplicator effect is even more far
reaching. The trainers and trainees are also involved in the development and
implementation of new materials. Here, too, the philosophy of the Programme has been to
address different target groups and to find out their needs. The LLPU was the first
organisation in Latvia to present teaching material packages (textbook, work book, audio
materials and teacher guide). Now this method is seen and used everyday, other publishing
houses have decided to follow suite.
Table 4
A. LSL within the school system:
B. visual
teaching aids for bilingual education programmes:
C.
teaching materials for specific adult groups.
LSL teaching
materials targeted to the following professions:
New recruits;
Ministry of
Interior employees (police, border guards, prison and court personel);
Firemen;
Minority school
subject teachers;
Kindergarten
teachers;
Latvian railway
employees;
Medical staff
(doctors and nurses);
D. Latvian
for everyone:
Language
learning film (a soap opera broadcast on TV and video);
Text books and
exercise books;
Audio materials
(available on radio and casettes);
CD and Internet
programmes;
E.
Methodological aids for teachers;
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Also the teaching
materials show that the LLPU philosophy is to direct attention and to motivate the
individual and not the masses. According to the decision of the NPLLT Steering committee,
the funding available for LSL courses is divided as follows. 70% of the money is earmarked
for teachers who need to teach their subjects in Latvian and 30% for professions where a
certain language level is necessary to hold down the job. A certain amount of every
funding is also used for language courses for handicapped persons and young unemployed.
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