1. Irina Maslo, University of Latvia
Bilingual Education in Latvia: good practices, outcomes and areas of concern
Minority Education and Bilingual education in Europe: What Standards Today?
Human Dimension Implementation Meeting 22 September ␣ 3 October 2014 Warsaw, Poland,
Monday, 29 September
Irina Maslo, University of Latvia

2. Discussion points Good practices Outcomes Areas of concern
Irina Maslo, University of Latvia

3. Context
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4. Irina Maslo, University of Latvia

5. Irina Maslo, University of Latvia

6. 90-ies
From 1990 till 1992 the first ethnic minority schools (Riga Polish Secondary School, Riga Ukrainian Secondary School, Daugavpils Polish Secondary School) and classes (Lithuanians, Estonians, Roma) were established
Till 1995 actually two systems of schools existed: education institutions with the Latvian language of instruction and education institutions with the Russian language of instruction
Since 1995 the state started to implement such education policy, which facilitates creation of inclusive society in Latvia, safeguarding rights of minorities and ensuring requirements that are laid down in international documents
Advisory Board in minority education issues is operating since 1996
Irina Maslo, University of Latvia

7. Bilingual Education
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8. Single Educational Standard
Irina Maslo, University of Latvia

9. A single state standard of the general secondary education in the Latvian language and literature in the education programmes with the Latvian language as the learning language and the minority language as the learning language
A single state examination in the Latvian language and literature for the form 12 in education programmes with the Latvian language as the learning language and the minority language as the learning language
Irina Maslo, University of Latvia

10. Good practices
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11. The policy of inclusive education in Latvia helps every pupil, regardless of the school type or educational programme chosen, in preserving their ethnic identity and origin, in perfecting and developing their language and culture, and in treating the cultures, traditions and languages of other nationalities with respect.
Irina Maslo, University of Latvia

12. Different education pathways
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13. 1th BL Model
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14. 2th BL Model
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15. 3th BL Model
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16. 4th BL Model
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17. 5th BL Model
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18. Outcomes
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19. In Latvia general basic education and general secondary education for pupils who master education programmes of minorities (in Russian, Ukrainian, Belorussian, Polnish, Lithuanian, Estonian, Jewish, Romany languages) is provided free of charge.
Irina Maslo, University of Latvia

20. Opportunities to choose the curriculum
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21. Choosing of BI models by schools.
2013/2014
1.Model - 5%
2.Model - 41,6 %
3.Model - 38,4%
4.Model - 5,6%
5.Model - 13 %
2001
!. Model – 6, 50%
2.Model – 36,60%
3. Model – 50, 70 %
4.Model;
Self-elaborated Model – 1,10%
2002
1. Model - 15%
2.Model - 13%
3. Model - 42%
4.Model - 11%
Self-elaborated Model - 19%
Irina Maslo, University of Latvia

22. Equal opportunities for all
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23. Choosing of Secondary II education in Latvian language
64 %
2013, Latvian Language Agency
Irina Maslo, University of Latvia

24. PISA Studies 2000, 2003 und 2006
No differences in learning outcomes related to different types of schools :
in Finland - 5%,
in Iceland und Norway - 10%,
Next countries - Sweden, Poland, Spain, Denmark und Ireland, also Latvia and Estonia .
Irina Maslo, University of Latvia

25. Exams
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26. Similarities and diferences related to language of instruction (STEM)
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27. Similarities and diferences related to language of instruction (L and H)
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28. General situation 2013
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29. Areas of concern
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30. Bilingual education for majority?
Politicising of language usage in education.
Diversity of Immigration and re- immigration laguages.
Lack on BL teaching as an integrated component of teacher education
Irina Maslo, University of Latvia

31. Pre-primary bilingual education?
Lack of systemic and systematic monitoing.
Irina Maslo, University of Latvia

32. Thank you for discussing !!!
Irina Maslo, University of Latvia