• Inta Rimšāne Rezeknes University of Applied Sciences (LV)
  • Ušča Svetlana Rezeknes University of Applied Sciences (LV)
  • Sandra Ežmale Rezeknes University of Applied Sciences (LV)



language awareness, multicultural environment, plurilingual people, foreign languages


The present study discusses if the teachers who live and work in multicultural environment of Eastern Latvia and who are plurilingual themselves, are ready to use and integrate the new language awareness activities in the school curriculum. The paper reports on a survey carried out on over 30 teachers of the secondary school which is located in the rural territory called Malta, near the border with Russia. There are drawn the following conclusions: the teachers theoretically agree to the fact that the language awareness activities should be a part of the school curriculum. The activities should be integrated not only in the lessons of the foreign languages, but also in other subjects. However, the majority of the teachers are not ready to use the activities in their own lessons. In grades 5-12, the usage of the innovative activities could be prevented and often stopped by the necessity to prepare the students for passing the state examinations in Grades 9 and 12. The results of the state examinations are closely related to the teachers’ professional assessment, so many teachers have no motivation to use the activities, and possible the innovations, in the learning process.


Download data is not yet available.


Blūma, D. (2000). Paradigms in Education (a case study of the Transition Period in Latvia): Distance education study material. Riga: University of Latvia.

Byram, M. (2003). Teacher education – visions from/in Europe. Babylonia 3-4/03, pp.7-10

Coste, D., Moore, D., Zarate, G. (2009). Plurilingual and pluricultural competence. Strasbourg: Council of Europe.

Council of Europe (2001). Common European Framework of Reference for Languages: learning, teaching, assessment. Cambridge, Cambridge University Press.

Council of Europe (2006). Plurilingual education in Europe. Language Policy division, Strasbourg.

Council of Europe (2009). Language as Subject. Languages in education. Languages for education. Language Policy division.

Education and Culture DG (2008). Languages mean business. Companies work better with languages. Recommendations from the Business Forum for Multilingualism established by the European Commission.

Europeans and their Languages (2006). Special Eurobarometer survey. Retrieved from

Durandin, J. (2012). Towards learners’ empowerment and pluralism in FFL didactics at University. The Latvian case. Vitautas Magnus University. Sustainable multilingualism. 1/2012. Retrieved from

Lazdiņa, S., Marten, H.F. (2012). Latgalian in Latvia: A Continuous Struggle for Political Recognition. JEMIE: Journal on Ethnopolitics and Minority Issues in Europe. Vol 11, No 1, p. 66–87. ECMI. Retrieved from

Population and Housing Census (2011). Population Census 2011 Results in Latvia. Retrieved from

Rimšāne, I. (2008). Main Trends in Foreign Languages Teacher Education in Latvia and Europe. TEPE Conference. Ljubljana. Retrieved from

Sņitņikovs, A. (2003). Labor Market Experience of Graduates from Daugavpils University. In Education in Latvia’s Transition: The Challenge of Management. Report on Education in Latvia 2001 / 2002. The Soros Foundation: Latvia, Centre for Public Policy PROVIDUS, Riga, Latvia.

Valodu prasmes ietekme uz ekonomiski aktīvo iedzīvotāju dzīves kvalitāti: sociolingvistiskā pētījuma kopsavilkums (2006). Rīga: Talsu tipogrāfija.

Vertovec, S. (2007). Super-diversity and its implications. Ethnic and Racial Studies.




How to Cite

Rimšāne, I., Svetlana, U., & Ežmale, S. (2015). TOWARDS THE LANGUAGE AWARENESS ACTIVITIES IN THE SCHOOL CURRICULUM OF EASTERN LATVIA. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 1, 478-488.