Startseite Linguistik & Semiotik Chapter 9. Curriculum Reform in Latvia: A Move from Multilingual to Plurilingual Education
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Chapter 9. Curriculum Reform in Latvia: A Move from Multilingual to Plurilingual Education

  • Vita Kalnbērziņa
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The Many Faces of Multilingualism
Ein Kapitel aus dem Buch The Many Faces of Multilingualism

Abstract

This chapter addresses the issue of multilingualism and plurilingualism in language education. It uses language curriculum reform in Latvia as a research context, to find out if the new 2018 Common European Framework of Reference (CEFR) descriptors can be used in introducing the plurilingualism approach to language education to improve student performance. The present results of school exit examinations in foreign languages in Latvia do not match the existing schools’ curriculum achievement target of level B2, as the majority of school graduates do not reach the target in the existing school system where each language is taught separately. Therefore, the state curriculum reform aims at a competence approach which envisages the integration of all subjects into domains, languages included. This plan for curriculum reform matches the approach promoted by the Council of Europe and its plurilingual repertoire level descriptors. This article examines the draft curriculum development process and its preliminary results in relation to CEFR. The findings suggest that the plurilingual aspects of education are easier integrated into the descriptors of the context of language use than the descriptors dedicated to the structural or lexical competence of language.

Abstract

This chapter addresses the issue of multilingualism and plurilingualism in language education. It uses language curriculum reform in Latvia as a research context, to find out if the new 2018 Common European Framework of Reference (CEFR) descriptors can be used in introducing the plurilingualism approach to language education to improve student performance. The present results of school exit examinations in foreign languages in Latvia do not match the existing schools’ curriculum achievement target of level B2, as the majority of school graduates do not reach the target in the existing school system where each language is taught separately. Therefore, the state curriculum reform aims at a competence approach which envisages the integration of all subjects into domains, languages included. This plan for curriculum reform matches the approach promoted by the Council of Europe and its plurilingual repertoire level descriptors. This article examines the draft curriculum development process and its preliminary results in relation to CEFR. The findings suggest that the plurilingual aspects of education are easier integrated into the descriptors of the context of language use than the descriptors dedicated to the structural or lexical competence of language.

Kapitel in diesem Buch

  1. Frontmatter I
  2. Contents V
  3. Notes on contributors VII
  4. Foreword: Multilingualism in Context XI
  5. Chapter 1. Introduction: The Many Faces of Multilingualism 1
  6. Part I: (Socio)Linguistic Aspects of Multilingualism
  7. Chapter 2. The Polish Linguistic Map: An Overview of Minority Languages in the Education System 11
  8. Chapter 3. Language Contact, Maintenance and Conflict: The Case of the Guarani Language in Brazil 25
  9. Chapter 4. “My Gain Would Have Been Their Loss”: Key Factors in the Heritage Language Socialization and Policies of a Middleclass Mexican Family in Canada 39
  10. Chapter 5. Gesture Sequences and Turn-taking Strategies in Communication Settings in the Multilingual Philippines 63
  11. Chapter 6. The Phenomenon of Code Alternation by Multilingual Speakers 85
  12. Part II: Pedagogical Aspects of Multilingualism
  13. Chapter 7. Identity and Language Proficiency in Study Abroad: A Case Study of Four Multilingual and Multicultural Students 109
  14. Chapter 8. The Influence of the Mother Tongue and L3 on Learning Pragmatics in EFL among Poles 127
  15. Chapter 9. Curriculum Reform in Latvia: A Move from Multilingual to Plurilingual Education 145
  16. Chapter 10. Pluralistic Approaches in Foreign Language Education: Examples of Implementation from Malta 163
  17. Chapter 11. Interlingual Education in the Classroom: An Action Guide to Overcoming Communication Conflicts 187
  18. Chapter 12. Transcending Linguistic Boundaries in Higher Education Pedagogy: The Role of Translanguaging and Lecturers 207
  19. Chapter 13. Bringing it all Together: Multilingualism in Family, Society and Education 223
  20. Subject Index 233
https://doi.org/10.1515/9781501514692-009

Kapitel in diesem Buch

  1. Frontmatter I
  2. Contents V
  3. Notes on contributors VII
  4. Foreword: Multilingualism in Context XI
  5. Chapter 1. Introduction: The Many Faces of Multilingualism 1
  6. Part I: (Socio)Linguistic Aspects of Multilingualism
  7. Chapter 2. The Polish Linguistic Map: An Overview of Minority Languages in the Education System 11
  8. Chapter 3. Language Contact, Maintenance and Conflict: The Case of the Guarani Language in Brazil 25
  9. Chapter 4. “My Gain Would Have Been Their Loss”: Key Factors in the Heritage Language Socialization and Policies of a Middleclass Mexican Family in Canada 39
  10. Chapter 5. Gesture Sequences and Turn-taking Strategies in Communication Settings in the Multilingual Philippines 63
  11. Chapter 6. The Phenomenon of Code Alternation by Multilingual Speakers 85
  12. Part II: Pedagogical Aspects of Multilingualism
  13. Chapter 7. Identity and Language Proficiency in Study Abroad: A Case Study of Four Multilingual and Multicultural Students 109
  14. Chapter 8. The Influence of the Mother Tongue and L3 on Learning Pragmatics in EFL among Poles 127
  15. Chapter 9. Curriculum Reform in Latvia: A Move from Multilingual to Plurilingual Education 145
  16. Chapter 10. Pluralistic Approaches in Foreign Language Education: Examples of Implementation from Malta 163
  17. Chapter 11. Interlingual Education in the Classroom: An Action Guide to Overcoming Communication Conflicts 187
  18. Chapter 12. Transcending Linguistic Boundaries in Higher Education Pedagogy: The Role of Translanguaging and Lecturers 207
  19. Chapter 13. Bringing it all Together: Multilingualism in Family, Society and Education 223
  20. Subject Index 233
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Heruntergeladen am 1.11.2025 von https://www.degruyterbrill.com/document/doi/10.1515/9781501514692-009/html
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