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Bilingual Education in Latvia: good practices, outcomes and areas of concern

Authors:
Irina Maslo, University of Latvia
Bilingual Education in
Bilingual Education in
Latvia:
Latvia:
good practices, outcomes
good practices, outcomes
and areas of concern
and areas of concern
Minority Education and Bilingual
education in Europe: What
Standards Today?
Human Dimension Implementation
Meeting 22 September 3
October 2014 Warsaw, Poland,
Monday, 29 September
Irina Maslo, Universi
ty of Latvia
Discussion points
Discussion points
Good practices
Good practices
Outcomes
Outcomes
Areas of concern
Areas of concern
Irina Maslo, Universi
ty of Latvia
Context
Irina Maslo, Universi
ty of Latvia
Irina Maslo, Universi
ty of Latvia
Irina Maslo, Universi
ty of Latvia
90-ies
90-ies
From 1990 till 1992 the first ethnic minority schools (Riga Polish
Secondary School, Riga Ukrainian Secondary School, Daugavpils
Polish Secondary School) and classes (Lithuanians, Estonians,
Roma) were established
Till 1995 actually two systems of schools existed: education
institutions with the Latvian language of instruction and education
institutions with the Russian language of instruction
Since 1995 the state started to implement such education policy,
which facilitates creation of inclusive society in Latvia,
safeguarding rights of minorities and ensuring requirements that
are laid down in international documents
Advisory Board in minority education issues is operating since 1996
Irina Maslo, Universi
ty of Latvia
Bilingual Education
Bilingual Education
Irina Maslo, Universi
ty of Latvia
Single Educational Standard
Single Educational Standard
Irina Maslo, Universi
ty of Latvia
A single state standard of the general secondary
education in the Latvian language and literature
in the education programmes with the Latvian
language as the learning language and the
minority language as the learning language
A single state examination in the Latvian language
and literature for the form 12 in education
programmes with the Latvian language as the
learning language and the minority language as
the learning language
Irina Maslo, Universi
ty of Latvia
Good practices
Good practices
Irina Maslo, Universi
ty of Latvia
The policy of inclusive education in Latvia
The policy of inclusive education in Latvia
helps every pupil, regardless of the school
helps every pupil, regardless of the school
type or educational programme chosen, in
type or educational programme chosen, in
preserving their ethnic identity and origin,
preserving their ethnic identity and origin,
in perfecting and developing their
in perfecting and developing their
language and culture, and in treating the
language and culture, and in treating the
cultures, traditions and languages of other
cultures, traditions and languages of other
nationalities with respect.
nationalities with respect.
http://izm.izm.gov.lv/education/general-education.html
http://izm.izm.gov.lv/education/general-education.html
Irina Maslo, Universi
ty of Latvia
Di$erent education pathways
Di$erent education pathways
Irina Maslo, Universi
ty of Latvia
1
1th
th BL
BL
Model
Model
Irina Maslo, Universi
ty of Latvia
2
2th
th BL
BL
Model
Model
Irina Maslo, Universi
ty of Latvia
3
3th
th BL
BL
Model
Model
Irina Maslo, Universi
ty of Latvia
4
4th
th
BL
BL
Model
Model
Irina Maslo, Universi
ty of Latvia
5
5th
th BL
BL
Model
Model
Irina Maslo, Universi
ty of Latvia
Outcomes
Outcomes
Irina Maslo, Universi
ty of Latvia
In Latvia general basic education
and general secondary
education for pupils who master
education programmes of
minorities (in Russian, Ukrainian,
Belorussian, Polnish, Lithuanian,
Estonian, Jewish, Romany
languages) is provided free of
charge.
Irina Maslo, Universi
ty of Latvia
Opportunities to choose the
Opportunities to choose the
curriculum
curriculum
Irina Maslo, Universi
ty of Latvia
Choosing of BI models by
Choosing of BI models by
schools
schools
2001
!. Model – 6, 50%
2.Model – 36,60%
3. Model – 50, 70 %
4.Model;
Self-elaborated Model – 1,10%
2002
1. Model - 15%
2.Model - 13%
3. Model - 42%
4.Model - 11%
Self-elaborated Model - 19%
2013/2014
1.Model - 5%
2.Model - 41,6 %
3.Model - 38,4%
4.Model - 5,6%
5.Model - 13 %
.
Irina Maslo, Universi
ty of Latvia
Equal opportunities for all
Equal opportunities for all
Irina Maslo, Universi
ty of Latvia
Choosing
Choosing
of Secondary II education
of Secondary II education
in Latvian language
in Latvian language
64 %
2013, Latvian Language Agency
Irina Maslo, Universi
ty of Latvia
PI
PIS
SA Studie
A Studies
s 2000, 2003 und
2000, 2003 und
2006
2006
No differences in learning outcomes
related to different types of schools :
in Finland - 5%,
in Iceland und Norway - 10%,
Next countries - Sweden, Poland, Spain,
Denmark und Ireland, also Latvia and
Estonia .
Irina Maslo, Universi
ty of Latvia
Exams 2012 -2014
Exams 2012 -2014
Irina Maslo, Universi
ty of Latvia
Similarities and diferences related to
Similarities and diferences related to
language of instruction (STEM)
language of instruction (STEM)
Irina Maslo, Universi
ty of Latvia
Similarities and diferences related to
Similarities and diferences related to
language of instruction (L and H)
language of instruction (L and H)
Irina Maslo, Universi
ty of Latvia
General situation 2013
General situation 2013
Irina Maslo, Universi
ty of Latvia
Areas of concern
Areas of concern
Irina Maslo, Universi
ty of Latvia
Bilingual education for majority?
Politicising of language usage in
education.
Diversity of Immigration and re-
immigration laguages.
Lack on BL teaching as an
integrated component of teacher
education
Irina Maslo, Universi
ty of Latvia
Pre-primary bilingual
education?
Lack of systemic and
systematic monitoing.
Irina Maslo, Universi
ty of Latvia
Thank you for
Thank you for
discussing !!!
discussing !!!
www.pzi.lu.lv
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