INTEGRATED LANGUAGE LEARNING IN ESTONIAN NATIONAL CURRICULA (NC) FOR GENERAL COMPREHENSIVE SCHOOLS

Authors

  • Urve Läänemets Estonian Academy of Music and Theatre (EE)
  • Katrin Kalamees-Ruubel Estonian Academy of Music and Theatre (EE)

DOI:

https://doi.org/10.17770/sie2016vol2.1371

Keywords:

national curricula, hidden curriculum, linguo-didactics, integrated content of learning languages, syllabus design, learning environments, teacher competencies

Abstract

Multiple language skills have become a critical issue in the globalised world. The EU education strategy 2020 document includes mother tongue and two foreign languages among its key competencies to be achieved. To promote learning with comprehension, an integrated approach to curriculum design can be taken, including a cycle of language subjects that makes use of both the manifest and hidden curricula as well as different learning environments. The 21st century approach to education requires from all school staff not only technical but considerable intellectual competence. Language learning is expected to meet the regional and local demand for particular language skills, which is determined by regular monitoring according to functional styles.

Downloads

Download data is not yet available.

References

Allardt, E. (1979). Implications of the ethnic revival in modern industrialized society. Helsinki, Finland: Societas Scientarium Fennica.

Balodis, P., Motivāne, K., Baltiņš, M. jt (2012). Language Situation in Latvia: 2004–2010. Research summary. Riga: Latviešu valodas aġentūra. http://www.valoda.lv/downloadDoc_581/mid_522

Blommaert, J. (2006). Language Policy and National Identity. T. Ricento (Ed.). An Introduction to Language Policy: Theory and Method (pp. 238–254). Malden, Oxford, Victoria: Blackwell Publishing.

http://www.academia.edu/1410320/Language_policy_and_national_identity

Byram, M. S. (2008). From Foreign Language Education to Education for Intercultural Citizenship. Essays and Reflection. Clevedon: Multilingual Matters

Davies, T.(2014) Education and the ‘International Dimension’. https://comeniuscitizenship.wikispaces.com/file/view/The+Global+dimension+and+international+education.

European Commission. (2010). Europe 2020. A strategy for smart, sustainable and inclusive growth. Brussels.

Eysenck, M. W., Keane, M. (2005). Cognitive Psychology. A Students Handbook. Psychology Press, Taylor & Francis Group, Hove and New York.

Holton, R. (2000). Globalization’s Cultural Consequences, Annals of the American Academy of Political and Social Science, No. 570, pp. 140–152. http://www.jstor.org/stable/i243186

Joseph, J. E. (2004). Language & Identity. National, Ethnic, Religious. London: Palgrave MacMillian.

Kalamees-Ruubel, K. (2014). Eesti keele ja kirjandusõpetuse roll eesti õppekeelega üldhariduskooli õppekavas 1917–2014. Ajaloolis-analüütiline käsitlus. Doktoritöö. (The role of Estonian and literature in the curricula for general comprehensive schools (with instruction in Estonian) in 1917–2014. Historical-analytical approach. Doctoral thesis). Tallinn University, dissertations on social sciences 80, Tallinn.

Kalamees-Ruubel, K., Läänemets, U. (2012). Teaching Literature In and Outside of the Classroom. Procedia – Social and Behavioral Sciences 45, pp. 216 – 226. Elsevier, Helsinki. Available online at www.sciencedirect.com

Kampmann, M. (1918). Eesti keele õpeviis. Uuema aja pädagogika walgusesse seadnud M. Kampmann. Tallinn, G. P. Pihlaka kirjastus./The way of learning Estonian. (in Estonian)

Karseth, B., Sivesind, K. (2011). Conceptualising Curriculum Knowledge Within and Beyond the National Context. In: World Yearbook of Education 2011.

Krzyzanowski, M., & Wodak, R. (2011). Political strategies and language policies: the European Union Lisbon strategy and its implications for the EU’s language and multilingualism policy. Language Policy, Vol. 10, Iss. 2, pp. 115–136.

http://link.springer.com/article/10.1007%2Fs10993-011-9196-5

Latvian Language Agency. (2005). Guidelines of the State Language Policy for 2005–2014. Riga: Talsu tipogrāfijā.

http://ec.europa.eu/education/literacy/about/countries/latvia_en.htm (30.11.2013)

Leino, A-L. (1979). Kielididaktiikka (in Finnish). Otava, Helsinki.

Lotman, J. (1990). Kultuurisemiootika./Semiotics of culture. (In Estonian) Tallinn: Olion.

Läänemets, U.(1995). Development of the content of education and curricula in Estonia (in Estonian). Tallinn, Jaan Tonisson Institute.

Läänemets, U., Kalamees-Ruubel, K. (2015). Content, identity building and national curricula. Society. Integration. Education. Proceedings of the International Scientific Conference May 22nd – 23rd, 2015. Vol II, pp. 114–124. Rezekne Higher Education Institution, Faculty of Education and Design. Rezekne, Latvia.

Läänemets, U. & Valdmaa,S.(2015) CLIL in Estonia – present, past and future.Tartu University Press (in print).

Läänemets, U., Kalamees-Ruubel, K., Sepp, A. (1912). What makes a good teacher? Voices of Estonian Students. The Delta Kappa Gamma Bulletin. International Journal for Professional Educators, Vol. 79–1, pp 27–31.

Pring, R. (1976). Knowledge and schooling. Open Books, London.

Reinecke, W.(1985). Linguodidaktik. Zur Theorie des Fremdsprachenerwerbs. VEB Verlag Enzyklopädie, Leipzig.

Schiffman, H. (1995). Linguistic Culture and Language Policy. London: Routledge.

Sepp, A. (2014). From music syllabi to teachers´pedagogical thinking: a comparative study of Estonian and Finnish basic school music education. Doctoral thesis. Faculty of Behavioral Sciences, Department of Teacher Education, Research Report 359,

University of Helsinki, Finland.

Slattery, P. (1995). Curriculum development in post-modern era. Garland Publishing, Inc. New York & London.

Sowell, E. J. (2005). Curriculum. An Integrative Introduction. Upper Saddle River, New Jersey

Zimnjaja, I. A. (1978). Psihhologitsheskije aspekty obutchenija govoreniju na inostrannom jazyke. Prosvestchenije, Moskva (in Russian).

Veidemann, R. (2011). Praegu loetakse palju, kuid ei viitsita pingutada. (in Estonian) Postimees 24. 09. http://uudised.err.ee/index.php?06235244&print=1

Downloads

Published

2016-05-26

How to Cite

Läänemets, U., & Kalamees-Ruubel, K. (2016). INTEGRATED LANGUAGE LEARNING IN ESTONIAN NATIONAL CURRICULA (NC) FOR GENERAL COMPREHENSIVE SCHOOLS. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 2, 143-153. https://doi.org/10.17770/sie2016vol2.1371