NEWLY ARRIVED STUDENTS: CHALLENGES AND PERSPECTIVES FOR TEACHERS

Authors

  • Baiba Birzniece Liepaja University (LV)

DOI:

https://doi.org/10.17770/sie2023vol1.7133

Keywords:

newly arrived students, school education, teacher expectations, teacher satisfaction, working conditions at school

Abstract

The rapidly changing political situation in the world puts an impact on education. After the invasion of Russia in the territory of Ukraine on the 24th of February 2022, the number of refugees in Latvia increased significantly and newly arrived students from Ukraine started learning in the schools of Latvia. In order to facilitate the successful
integration of newcomers, Amendment No 48 was accepted by the Cabinet of Ministers of Latvia, which states that newcomers receive their education in Latvia in the state language of Latvia. Therefore, newly- arrived students started learning in schools of Latvia receiving instructions in Latvian. The aim of this publication is to describe the situation of integrating newly arrived students in schools of Latvia from the perspective of a teacher, focusing on difficulties and challenges for a teacher who has no or relatively little experience (ethnic minority students or children of re-migrants) in working with students who have no or relatively poor Latvian language skills at the same time ensuring an inclusive and meaningful educational process.

Downloads

Download data is not yet available.

References

Auziņa, I., Laizāne, I., Priedīte, A., & Šalme, A. (2021). Latviešu valodas prasmes līmeņi: A0, A1, A2 (pamatlīmenis), B1, B2 (vidējais līmenis). 7–10 un 11–15 gadus veciem skolēniem. Rīga: LVA. Pieejams: https://maciunmacies.valoda.lv/wp-content/uploads/2021/12/LatviesuValodasPrasmesPamatlimenis_A4_2021-v2.pdf

Bernāne, J., Dambe, Z., Krastiņa, L., Pamiljane, L., & Vaivade, V. (2022). Latviešu valodas apguves programma jauniebraucējiem: 0 stundu programma 1.–12. klasei A0–A1 līmenis, Rīga: LVA. Pieejams: https://maciunmacies.valoda.lv/wp-content/uploads/2022/09/Programma_jauniebraucejiem.pdf

Calderon, M. (2020). Getting Newcomers into the Academic Flow. Educational Leadership, Retrieved from: https://www.ascd.org/el/articles/getting-newcomers-into-the-academic-flow

Eiropas izglītības attīstības aģentūra. (2012). Iekļaujošu skolotāju profils. Odense, Dānija: Eiropas speciālās izglītības aģentūra.

Eiropas Savienības Padome. (2023). Bēgļu pieplūdums no Ukrainas. Pieejams: https://www.consilium.europa.eu/lv/policies/eu-migration-policy/refugee-inflow-from-ukraine/

EU Commission. (2012). Rethinking education: Investing in skills for better socio-economic outcomes. Brussels, 20.11.2022., COM. 669/3

EU Commission. (2022). Supporting the inclusion of displaced children from Ukraine in education: Considerations, key principles and practices for the school year 2022-2023. Brussels, 30.6.2022 SWD

Laķis, P. (2000). Nacionālā kultūras identitāte un multikultūras sabiedrība. Integrācija un etnopolitika. Rīga: Jumava.

Latvijas Republikas Saeima. (2022). Grozījumi Ukrainas civiliedzīvotāju atbalsta likumā. Latvijas Republikas tiesību akti. Pieejams: https://likumi.lv/ta/id/337915-grozijumi-ukrainas-civiliedzivotaju-atbalsta-likuma

Latvijas Republikas Saeima. (1998). Izglītības likums. Latvijas Republikas likums. Pieejams: https://likumi.lv/doc.php?id=50759

Miķelsone, I., & Odiņa, I. (2020). Skolotāja profesionalā identitāte un pedagoģiskā meistarība. Rīga: LU Akadēmiskais apgāds.

Protasova, E. (2002). Latvian Bilingual Education: towards a new approach. Intercultural Education, Vol. 13, No. 4.

Raituma, I. (2009). Skolas iekšējās un ārējās vides mijiedarbība. Rīga: RAKA.

Schmida, M., & Chu, H. (2016). Supporting secondary newcomers academically, socially, and emotionally. San Francisco, CA: WestEd.

Šalme, A. (2008). Latviešu valodas kā svešvalodas apguve Eiropas augstskolās. Rīga: Valsts valodas aģentūra.

Šalme, A. (2011). Latviešu valodas kā svešvalodas apguves pamatjautājumi. Rīga: LVA.

Špona, A. (2019). Skolotāja profesionālās identitātes saturiski strukturālais modelis. Skolotāja profesionālā identitāte. Rīga: RTU Izdevniecība, (11-24). ISBN978-9934-22-386-0. e-ISBN978-9934-22-387-7. DOI: 10.7250/9789934223877

Toropova, A., Myrberg, E., & Johansson, S. (2020). Teacher job satisfaction: the importance of schoolworking conditions and teacher characteristics. Educational Review, DOI: https://doi.org/10.1080/00131911.2019.1705247

Zankovska-Odiņa, S. (2014). Latvijas normatīvais regulējums jauniebraucēju bērnu izglītības jomā. Ikviens ir gaidīts skolā! (5-10). Rīga: Latvijas Cilvēktiesību centrs.

Downloads

Published

2023-07-03

How to Cite

Birzniece, B. (2023). NEWLY ARRIVED STUDENTS: CHALLENGES AND PERSPECTIVES FOR TEACHERS. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 1, 655-664. https://doi.org/10.17770/sie2023vol1.7133