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/

1. JOLANTA KUDIŅA
DAUGAVPILS SECONDARY SCHOOL
OF DESIGN AND ART
“SAULES SKOLA”
Learning Language Policies
in Latvia

2. 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.

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 in
upper secondary school
1605 of CLIL lessons per school year
Subjects: Economics, Chemistry, Physics,
Mathematics, Biology, History of Culture, Foreign
Literature, Physical Education, Social Science,
English

4. ADVANTAGES OF CLIL IN
LATVIA
PROBLEMS 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

5. 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.

6. 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.

7. 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.