University of Latvia

UNIVERSITY OF LATVIA

Professional Programme

TEACHER OF ENGLISH FOR SECONDARY SCHOOLS

Qualifying for the certificate of higher professional education- teacher of English for the establishments of secondary education (code: )

Director of the programme:

Dr. Ingrîda Kramiòa

CONFIRMED CONFIRMED at the meeting at the meeting of the Council for Professional of the Council; Faculty of Studies ___.___.___ Foreign Languages___.___.___ Minutes No_____ Minutes No _____ Chair: Chair: ______(signature) (signature)

CONFIRMED CONFIRMED at the meeting of the Academic Council; at the meeting of the Senate: University of Latvia University of Latvia ___.____.______.____. ______Decision No______Decision No ______Prorector in Academic Affairs Chair of the Senate:

______(signature) (signature) I ABSTRACT OF THE PROGRAMME

The professional programme ` Teacher of English for the Secondary Educational establishments` comprises the compulsory as well as the optional courses. The programme enables students after acquiring the Bachelor degree in Philology (English) to continue their professional education. Thus, during the 5th year of their studies they take the relevant compulsory professional courses, select the adequate amount of options, complete their teaching practice (14 weeks) and use it as field work for testing the ideas and concepts developed while working at the qualification paper. Students accomplish the programme by taking the qualification exam.

2 II GENERAL CHARACTERISTICS OF THE PROGRAMME The goal of the programme is to enable the students after obtaining their first academic degree in Philology - Bachelor degree - to continue their professional education during the 5th year of studies. The programme offers relevant professional courses (both; compulsory and electives) as well as the possibility to carry out pedagogical practice and to reflect practical results of their educational research in the qualification paper submitted in partial fulfilment of the professional programme. Students complete the programme by taking an integrated qualification exam in pedagogy, psychology and ELT. Upon graduation from the programme the students are awarded a certificate of higher professional education `Teacher of English for Secondary Schools`. The objectives of the programme are:  to implement the professional programme on the basis of students’ knowledge, academic strategies and research experience acquired while studying in the relevant BA programme;  to develop the postgraduate students’ teaching skills and habits using their learning strategies as a powerful support so that the student- teachers could * plan and carry out pedagogical activities; * manage pedagogical procedures resorting to the unity of theory and practice; * to design and develop individual methodological style using as basis different didactic systems and approaches to ELT, thus, ensuring the efficiency of their pedagogical activities;  to perfect the would-be teachers’ pedagogical and psychological competence, thus, enabling them to use the latest achievements in these spheres;  to increase the competitive power of philology bachelors in labour market by presenting them the opportunity to qualify for teacher’s profession. The strategy of the programme. The study process should ensure: - students’ professional development by means of achieving the goals of each relevant course; - integration of all the courses (theoretical and practical) envisaged in the programme for the sake of developing students’ teaching skills; - integration of studies and teaching practice; - students’ purposeful independent work and feeling of co-responsibility for the quality of the education they get. Assessment of the professional programme `Teacher of English for Secondary Schools`

3 The professional programme `Teacher of English for Secondary Schools` offered by the University of Latvia is unique in Latvia at the present moment, because it is the only programme which is developed on the basis of the BA programme in Philology and enriches it in the relevant professional aspect. `Teacher of English for secondary schools` is one of the most demanded professions in Latvia. The students’ motivation to acquire this profession is considerably higher than 10 years ago. The only interfering factor is the current economic situation, when teachers’ salaries are lower than those of bus conductors. The economic factor is the reason why most of students, even after qualifying for the profession, neither want nor are financially able to work at school. The professional programme has been developed in constant comparison with similar programmes existing in other countries, e.g., the programme at Trinity and All Saints College of the University of Leeds ( U.K) and the teacher training programme at Kaye College of Education in Beer Sheva (Israel). The comparison with other programmes is very essential, though it discloses not only similarities but discrepancies as well. Thus in UK the teacher training is supervised and co-ordinated by Teacher Training Agency (TTA) and the accent in teacher education rests on schools: 14 weeks of theoretical studies at the university are followed by 24 weeks of teaching practice carried out at school. It should be marked that also the United Kingdom experiences lack of foreign language teachers (German and French) that is why studies in these programmes are state subsidised. Kaye College of Education began operating in Beer Sheva in 1954. At present each year 2000 students are enrolled at the college. Likewise the University of Latvia, Kaye College offers an academic degree in a variety of study programmes: Natural Sciences, Humanities, English and Sciences, Music, Art and Design, Physical Education and Library Science. The students continue their professional studies after having acquired BA degree in the respective field. The professional programme ` `Teachers of English for Secondary Schools` at Kaye College is similar to the programme developed at the Faculty of Foreign Languages , University of Latvia as regards to the contents and credit value. The contrastive analysis of the programmes was carried out during the International Conference `Teachers Develop Teachers Research 3` held in Oranim in September 8 - 10, 1997. The conference was attended by teachers and teacher trainers from 30 different countries. The participants of the conference were acquainted with the teacher training programme implemented at the University of Latvia. (See a copy of the conference materials in the appendix).

4 Also separate professional courses included in the programme under discussion have been compared with similar courses existing in other universities. Some of the courses have been designed in close co- operation with colleagues of the respective universities. Thus, the course `ELT in Large Classes` has been worked out under the guidance of Dr. Howell Coleman, the University of Leeds. The course `Educational Research in ELT` has been compared with a similar course designed by Donald Christi, Senior Lecturer, University of Strathclyde, Glasgow, Scotland. The contrastive analysis of the programmes was carried out during the conference in Oranim, Israel (see the appendix). Educational research and international co-operation embodied in the programme. In order to develop the professional programme `Teacher of English for Secondary Schools` in accordance with the demands of current educational theories and approaches to ELT, a long term international co- operation was necessary. The co-operation was carried out at different levels:  co-operation of teaching staff and Faculties of the relevant universities (the Faculty of Foreign Languages, the University of Latvia and Trinity and All Saints College, the University of Leeds);  co-operation in the frame-work of international projects with the University of Vilnius, the Pedagogical University of Vilnius, Tallinn Technical University, the University of Reading (UK) and the British Council. As a result of this co-operation unified demands concerning the qualification papers have been elaborated.

Co-operation in the development of the programme ` Multi-media in ELT and Learners’ Independence` proceeded within the international research project ` B.A.L.T.I.C.`( Basic and Advanced Language Transnational Interactive Course).Copernicus reg. No 00598. The project partners are: the Pedagogical University of Vilnius, Tallinn Technical University, Giunti Multi-Media (Italy). (The project manager in the above mentioned Baltic universities - I. Kramiòa.)

III ENROLMENT CONDITIONS Enrolment in the programme is possible after having acquired Bachelor degree in Philology (English).

5 IV TEACHER PROFESSIONAL EDUCATION PROGRAMME (45 credits) ______Title of the course Course Volume Credit value Assessment Form ______Part A - 8 credit points COMPULSARY COURSES

1. School Educational Theories 40 h 2 exam 2. Developmental Psychology 40 h 2 exam 3. Innovations in ELT 40 h 2 exam 4. Educational Research in ELT 40 h 2 exam TOTAL: 8 credits

Part B ( At least 10 credits should be obtained) Educational Theories and Psychology ( at least 6 credits ) 1. General Didactics 40 h 2 exam 2. Interaction Psychology 40 h 2 exam

3. Educational Philosophy 40 h 2 exam 4. Development of Educational Ideas in the World and in Latvia 20 h 1 test 5. History of School Development 20 h 1 test 6. Theories of Didactics 40 h 2 exam 7. Theories of Personality; Pedagogical Aspect 40 h 2 exam 8. Diagnostics of Group and Personality Development 20 h 1 test 9. Psychophysiology 40 h 2 exam 10. Family Psychology 40 h 2 exam 11. Theories of Personality in Psychology 40 h 2 exam 12. Educational Process at School 20 h 1 test 13. Psychology of Cognitive Processes 20 h 1 test 14. Major Issues of a Lesson 20 h 1 test 15. Theories and Methods of Educational Activities 40 h 2 exam

6 16. Educational Theory and Methods 40 h 2 exam 17. Research in Education 20 1 test

Courses in ELT Methodology (at least 4 credits) 18. History of FLT (I; II) 40 h+40 h 2+2 exam 19. ELT in Large Classes 20 h 1 test

20. Multimedia in ELT and Learners’ Independence 20 h 1 test 21. Assessment in ELT; Forms of Assessment 20 h 1 test

Part C ( At least 4 credits should be obtained by free choice of courses in different fields) Part A 8 credits Part B 10 credits Part C 4 credits Total: 22 credits

Practical Teaching Experience 12 weeks 6 credits

Qualification Paper 15 credits

Integrated Qualification Exam (Psychology, Educational Theories, ELT 2 credits

TOTAL amount of credits: 22 + 23 = 45

7 V DEMANDS TO THE ASSESSMENT OF STUDIES; FORMS AND ORDER OF ASSESSMENT

Studies in the professional programme are assessed in accordance with the system of evaluation accepted at the University of Latvia. Students receive credits after successful completion of the programme (approximately 40 credits for an academic year).

Forms of academic assessment used in the programme: tests, examinations, qualification exam and qualification paper. Tests are assessed in the following way: tested; not tested ( failed). students knowledge at the exam is assessed within the framework of 10 points. (More detailed information is available at the Study Department; University of Latvia, 19 Raiòa blvd.)

VI STUDY PLAN

Te r m s Academic/professional courses Part A 1.School Educational Theories 1 2.Developmental Psychology 2 3.Innovations in ELT 1 4. Educational Research in ELT 2 Part B Courses 1. - 17. are planned by the Institute of 1 or 2 Education and Psychology 18. History of FLT 1; 2 19.ELT in Large Classes 2 20.Multimedia in ELT and Learners’ Independence 1 21.Assessment in ELT; Forms of Assessment 2 Teaching Practice 1 or 2 Qualification Paper 2 Qualification Exam 2 Part C is planned by the student

8 VII MEANS USED TO IMPLEMENT THE PROGRAMME

THE PROGRAMME IS IMPLEMENTEED BY:

 teaching staff of the Faculty of Foreign Languages: 1. Ingrîda Kramiòa; Dr. Ed., docent 2. Solveiga ozoliòa; Dr. Ed. docent

The following teachers are not directly involved in taught courses but supervise students’ work at qualification papers: 3. Rota Bankava, MA Phil., lecturer 4. Zigrîda Vinèela, MA Phil., lecturer 5. Tatyana Frolova, MA Phil., lecturer 6. Margarita Fedjukova, Ma Ed., lecturer 7. Sergey Andreyev, MA Ed., lecturer 8. Monta Farneste, MA Phil., lecturer

 teaching staff of the Institute of Education and Psychology: 1. Ausma Ðpona; Dr. habil. Ed., professor 2. Irçna Þogla; Dr. habil. Ed., professor 3. Irina Maslo; Dr. habil. Ed., professor 4. Dzidra Meikðâne; Dr. habil. Ed., professor 5. Ârija Karpova; Dr. habil Psychol., professor 6. Inâra Krûmiòa; Dr. Psychol., docent 7. Tatjana Koíe; Dr. Ed., docent 8. Aida Krûze; Dr. Ed., docent 9. Inta Kraukle; Dr. Biol., MA Ed., docent

MATERIAL RESOURCES OF THE PROGRAMME The professional programme as well as the BA Programme (English Philology) makes use of the Foreign Languages Faculty material resources (premises, equipment, etc.) (See the description of the material and technical resources in the BA programme; director: Dr. Phil. Biruta Uzija)

FINANCING OF THE PROGRAMME Currently studies in the programme are financed by the student himself/herself, by the municipalities or by The Teachers’ Support Foundation (depending on the concrete situation).

9 Course Description (MA Programme)

Title of the course: Innovations in ELT Course code: Volume: 40 hours Credit value: 2 Department: The English Language Department, Faculty of Foreign Languages, The University of Latvia Author: doc. Ingrida Kramiòa The course is included in the compulsory part of MA programme. Pre-requisites:  bachelor degree in Philology (English)  English Language Learning and Teaching Methodologies (a course in BA programme; part B)

Course content: The course `Innovations in ELT` gives an elaborate analytical survey of the latest tendencies in foreign language teaching and encourages the students to take the initiative in selecting methods relevant to their teaching aims and adjusted to the needs of their learners. The students will be able to develop their own approach in ELT based on the knowledge in applied linguistics, psychology and language teaching methodology acquired in BA programme. The goal of the course is to secure the theoretical basis for the students’ pedagogical activities and further research in didactics and ELT methodology, in particular. The enabling objectives are as follows:  to prepare students for creative pedagogical activities,  to involve the students in scientific research during the course making use of the innovative teaching and research methods and pilot them by means of microteaching. The course is delivered by Dr. Ingrîda Kramiòa. Assessment: FORM MAGNITUDE TIMING Microteaching 6 hours during the term Course project 1200 words December Written exam 90 min. Janvâris

Examination demands: During the first part of the exam the students express their view(based on theoretical studies and practical experience) on a theme included in the course plan. During the second part of the exam the student answers (in written form) the examiner’s question(s) concerning a problem connected with the student’s practical teaching experience or pertaining to the course project.

Author: Dr. Ingrîda Kramiòa

10 INNOVATIONS IN ELT COURSE PLAN

Weeks 1. Introduction to innovative approaches in ELT.

2; 3 ;4; Today’s Teacher. Goals in ELT. Objectives in ELT. Who should teach? What is good teaching? What is good foreign language teaching? Teaching Strategies: Instructional Style Options. Microteaching.

5;6;7 Planning for Effective Teaching. Planning and the teacher. The daily lesson plan. Team planning in UK schools. Discussion of such planning. (The possibility to apply interdisciplinary planning in Latvia. Innovative approaches in the schools where the students are working at present.) Microteaching.

8; 9 Verbal Questions, A Primary Tool of Teaching Models of classroom questioning. Discussion and classroom questions. Microteaching.

10; 11 The Science of the Art of Teaching Problem Solving Discussion. Categories of classroom questions Microteaching.

12; 13 Techniques for Individualising Instruction. Management Systems. Computer assisted instruction. Self paced activity. Learning activity packets (LAPS). Programmed instruction. Microteaching.

14;15 Whole Class Instructional Strategies Role playing. Simulation. Simulation Games. Games for drill activities. Projects. Field trips. Microteaching.

16. Revision of the Course Material Feed back on microteaching carried out during the term.

January Written Exam.

11 READING LIST IN `INNOVATIONS IN ELT `

1. Head, K., Taylor, P. 1997. Readings in Teacher Development. Heinemann.

2. Hutchcroft, D. M.R. 1981. Making Language Work. McGRAW-HILL Book Company (UK) Limited , London.

3. Kyriacou, C. 1991. Essential Teaching Skills. Stanley Thornes.

4. Revell, J. 1979. Teaching Techniques for Communicative English. MACMILLAN.

12 Course Description (Professional Programme)

Title of the course: Educational Research in ELT Course code: Volume: 40 hours Credit value: 2 Department: The English Language Department, Faculty of Foreign Languages, The University of Latvia Author: doc. Ingrîda Kramiòa

The course is included in the compulsory part of the professional programme.

Pre- requisites:  Bachelor degree in Philology (English)  Introduction to Academic Studies and Research (a course in BA programme; part A)  English Language Learning and Teaching Methodologies (a course in BA programme; part B)

Course content: The course `Educational Research in ELT` gives the students the possibility to understand the concept of Educational Research not only theoretically but also to use research methods practically when investigating a problem of interest encountered in ELT. The goal of the course is to acquaint the students with Educational Research and enable them to use methods of educational research in their pedagogical activities.

The course is delivered by Dr. Ingrîda Kramiòa.

Assessment: FORM MAGNITUDE TIMING Course research project 800 words December Written exam 90 min. January

Examination demands: During the examination the students are supposed to answer two questions included in the course plan and reflected in the reading list.

Educational Research in ELT

13 COURSE PLAN

Weeks 1. Introducing Educational Research in ELT

2; 3 Educational Research as a Tool in Making Educational Decisions.

4. Locating Educational Information.

5; 6 Statistical Tools. Why do we use them and what do they mean?

7; 8 Descriptive and Causal- Comparative Research.

9; 10 Experimental, Quasi-experimental and single-subject research.

11;12 Research and Development. Action Research.

13 The notion `HYPOTHESIS`. Null and Directional Hypothesis. Criteria for Good Hypothesis.

14; 15 Research Procedures. Research Terminology: Subject;Variables; Dependent Variable; Independent Variable; Extreneous Variable; Control Group; Experimental Group: Generalizability

16. Revision of the course material. Feedback on the course research project.

January Written Exam

READING LIST IN EDUCATIONAL RESEARCH IN ELT

1. Borg, W.R. 1981. Applying Educational Research. Longman. New York & London.

2. Howard, K., Sharp, J.A. 1983. The Management of a Student Research Project, Gower.

3. Lawton, D., Gordon P. 1996. Dictionary of Education. Hodder & Stoughton

14 COURSE DESCRIPTION

HISTORY OF FOREIGN LANGUAGE TEACHING METHODOLOGY

Course code: Volume: 80 hours Credit Value: 4 Department: The English Language Department Author: ( the teacher responsible for the course ): doc. S.Ozoliòa

The course is a constituent part of the Master Programme in Philology ( Foreign Language Teaching Methodology ), part B The course is available also for the Bachelor Programme in Philology ( English ), part B and for the professional programme ``Teacher of the English Language``.

Pre- requisites: BA course ``ELT Methodology``

Content: The aim of the course is to familiarize students with the history, changes and recent developments in foreign language teaching methodology abroad. Students will find out the basic principles of traditional methods ( Grammar- translation, Direct method, Oral approach, Audio-lingual and Audio-visual), Communicative language teaching ( Natural approach, Total Physical Response (TPR), Communicative approach), innovative language teaching ( Silent Way, Suggestopedia, Community Language Learning (CLL) ). Stress will be laid on the transfer of theory in FL teaching to reality of teaching in the classroom. Students will watch videoed lessons, demonstrating the above methods, compare their similarities and differences, the techniques used. They will be able to apply the acquired knowledge and skills in micro-teaching. After this course they will be able to check the applicability of each method to classroom practice in their own educational establishments.

Assessment: Form Magnitude Timing

Micro-teaching September-December Examination January

Course plan: Week 1. Introduction to foreign language teaching (FL). The nature of approaches and methods in language teaching. 2. The ancient period of FL teaching. The teaching of English, German and French in Latvia. 3. The Grammar -Translation method ( seminar ) 4. Micro-teaching (application of the Grammar-Translation method). 5. The Direct Method and Situational Language teaching. ( Seminar ). 6. Micro-teaching ( the Direct method ). 7. The A.S.T.P. (the Army Specialized Training Program and its

15 continuation - the Audio-Lingual method. ( Seminar ). 8. Watching the Video lesson Micro-teaching. 9. The Audio-Visual Method ( A lecture by a visiting lecturer from the French Embassy ). 10. The Communicative approach in FL teaching. 11. Discussion of the video lesson. Micro-teaching ( the Communicative approach ). 12. Total Physical Response ( TPR ) ( Seminar ). 13. Discussion of the Video lesson. Micro-teaching. 14. The Natural Approach ( Seminar ). 15. The Silent way ( Seminar ). 16. Discussion of the video lesson. Micro-teaching. 17. Suggestopedia ( Seminar ). 18. Discussion of the video lesson. 19. Micro-teaching ( Suggestopedia ). 20. Observation of colleagues` classes and analysis of the elements of methods applied. 21. Micro-teaching ( the Natural approach. Suggestopedia ). 22. Community Language Learning ( Seminar ). 23. Discussion of the video lesson. 24. Micro-teaching. 25. Communicational Language Teaching ( Problem Solving type of Learning ). 26. Recent trends in FL teaching and learning in Germany. (a lecture by teacher from the German Department of Latvia University). 27. Recent trends in FL teaching in the USA ( a visiting lecturer from the USIS ). 28. Teaching English as a foreign language in Britain in the 90-ies. 29. Observation of peer students` lessons at the Faculty of Foreign Languages and analysis of the methods applied. January Examination ( written - 90 min. )

Reading list:

1. Blair R.W.(ed.) 1982. Innovative Approaches to Language Teaching. Rowley, Mass.: Newbury House. 2. Brumfit C.J. and The Communicative Approach to Language K.Johnson (eds.) 1979. Teaching. Oxford: Oxford University Press 3. Byrne D. 1976. Teaching Oral English. London: Longman. 4. Celce-Murcia M. (ed.) 1991. Teaching English as a Second or Foreign Language. Boston, Mass.: Heinle and Heinle 2nd.ed. 5. Howatt A.P.R. 1984. A History of English Language Teaching. Oxford: Oxford University Press 6. Kelly L.G. 1969. Centuries of Language Teaching. Rowley Mass.: Newbury House. 7. Krashen S.D. and The Natural Approach: Language Terrell T.D. 1983. Acquisition in the Classroom. Oxford:Pergamon.

16 8. Larsen-Freeman D. 1986. Techniques and Principles in Language Teaching. Oxford: Oxford University Press 9. Mackey W.F. 1967. Language Teaching Analysis. Bloomington and London: Indiana University Press. 10. Richard J.C., Approaches and Methods in Language Rodgers T.S. 1995. Teaching. New York: Cambridge University Press. 11. Stern H.H. 1983. Fundamental Concepts of Language Teaching. Oxford: Oxford University Press 12. Stevick E.W. 1980. Teaching Languages: A Way and Ways. Rowley, Mass: Newbury House. 13. Liepiòa D. 1989. Modern Trends in Foreign Language Teaching Abroad. Rîga: LVU izdevn. 14. Gorohova J. 1982. Analysis of Basic Foreign Language Teaching Methods. (A historical review) Rîga: LVU izdevniecîba 15. Лозанов Г. 1976. Суггестология. В.КН.: Методика преподавания иностранных языков за рубежом. Часть 2. М. Прогресс.

Author: S.Ozoliòa

17 Course Description ( Professional Programme; Part B)

Title of the course: ELT IN LARGE CLASSES Course code: Volume: 20 hours Credit value: 1 Department : The English Language Department, Faculty of Foreign Languages: The University of Latvia Author: doc. Ingrîda Kramiòa The course is included in part B of the professional programme. Pre-requisites:  bachelor degree in Philology (English)  English Language Learning and Teaching Methodologies (a course in BA programme; part B) Course content: The course comprises various methodological problems related to ELT in large classes. The main themes included in the course are :  teachers’ and learners’ attitudes to large classes;  Does class size affect learning?  research in large classes, etc.. The course is based on theoretical concepts elaborated during the attachment at the University of Leeds and making use of the materials worked out by the staff of the University of Leeds and the University of Lancaster (see the course reading list). The course goal is to render help (both: theoretical and practical) to student- teachers working or intending to work with large audiences. The course objectives. Having completed the course the students:  will have developed their own strategies as teachers for work in large classes;  will have worked out their own plan for language teaching in large classes related to the particular age group and their students’ language knowledge level;  will be able to cope with the problem of evaluation in large classes;  will have carried out research in large classes and will have practised in presenting the results of their own research (in the form of a written course report and oral presentation at a conference) The course is delivered by Dr. Ingrîda Kramiòa. Assessment: FORM MAGNITUDE TIMING Classroom observation 2 classes observed during the term Research report 800 words May WRITTEN TEST 60 min. June Test Demands: The test is based on the themes included in the course plan and supported by the theories found in the literature included in the course reading list.

18 ELT IN LARGE CLASSES

COURSE PLAN Weeks 1. Introducing the course programme. The goal and objectives of the course. Terminology used in the course. What is a large class? Finding the ground for the students’ own research. Building the strategies for classroom observation.

2; 3 Teachers’ and learners’ attitudes to large classes. (A contrastive statistical analysis based on the results of a questionnaire carried out in different countries [ see the reading list} + a classroom discussion supported by the students’ own experience.) Planing the students’ research. Setting the goal and objectives for the research.

4; 5 Does class size affect learning? (A contrastive analysis of a pilot study carried out in different countries involving different age groups.)

6. Learners’ strategies in large classes. Evaluation in large classes.

7. Large classes; reflecting on the students’ own experience.

8. Presenting the results of the classroom research.

WRITTEN TEST

READING LIST IN `ELT IN LARGE CLASSES`

1. Allwright, D. 1989. Is Class Size a Problem? Lancaster - Leeds 2. Allwright, D. 1989. How Important Are Lessons, Anyway? Lancaster - Leeds 3. Coleman, H. 1989. Approaches to the Management of Large Classes. Lancaster - Leeds 4. Coleman, H. 1989. Large Classes in Nigeria. Lancaster - Leeds 5. Coleman, H. 1989. The Study of Large Classes. Lancaster - Leeds 6. Locastro, V. 1989. Large Size Classes: The Situation in Japan. Lancaster - Leeds 7. Mcleod, N. 1989. What Teachers Cannot Do in Large Classes. Lancaster - Leeds 8. Peachey L. 1989. Language Learning in Large Classes: a Pilot Study of South African Data. Lancaster - Leeds 9. Sabandar, J. 1989. Language Learning in Large Classes in Indonesia. Lancester - Leeds

Title of the course: Multimedia in ELT and Learners’ Independence Course code: Volume: 40 hours Credit value: 2 Department: The English Language Department, Faculty of Foreign Languages; The University of Latvia Author: doc. Ingrîda Kramiòa

The course is included in part B of the professional programme. Pre-requisites:  bachelor degree in Philology (English)  English Language Learning and Teaching Methodologies (a course in BA programme; part B)  Innovations in ELT Course content: The course gives an insight in the use of computer programmes in ELT. The course will deal with such topics as: * learner centred approach to ELT; * learners’ independence; * the whole language approach in ELT, etc.. The practical part of the course will present the students with the opportunity to carry out pilot teaching in authentic conditions - teaching English as the second foreign language to Year 1 students from other departments ,e.g. German(on voluntary basis). The course is based on the results obtained while working at the International Research Project B.A.L.T.I.C. (Copernicus Ref. No. 00598). The course goal is to acquaint students with the latest developments in ELT by means of multimedia ( the language programme used in the course is based on balanced use of different media: visual, audio, graphical, thus presenting choice to learners and respecting their independence). The course objectives. Having completed the course the students:  will have understood the importance of respecting learners independence;  will have carried out pilot teaching in authentic conditions (hands-on- practice in computer based language programme B.A.L.T.I.C. application) ;  will be able to carry out a team research. The course is delivered by Dr. Ingrîda Kramiòa. Assessment: FORM MAGNITUDE TIMING Pilot teaching 14 weeks during the term Course report 800 words December TEST January Test Demands: The test will be given on the basis of the pilot teaching performed during the term and analysed and self-assessed in the course report.

20 MULTIMEDIA IN ELT AND LEARNERS’ INDEPENDENCE

COURSE PLAN

Weeks 1. Introduction to the course. Main theoretical concepts. Terminology. The concept of Lerners’ Independence and Learners’ Autonomy. The Whole Language Approach in ELT. Learner centred language learning.

2; 3. The Theoretical basis of the International Project B.A.L.T.I.C. Analysis of the Language Programme B.A.L.T.I.C. Hands-on-practice.

2.- 15. Pilot teaching with `B.A. L.T.I.C.`. Team Research.

15; 16. Feedback on pilot teaching. Feedback on the team research report.

January TEST

READING LIST IN `MULTIMEDIA IN ELT AND LEARNERS’ INDEPENDENCE`

1. Goodman, K. 1986. What’s Whole in Whole Language. Scholastic. Hong Kong.

2. Scortino, E. 1988. Strategies for Teaching. University of Central Florida.

3. Stephenson,H. 1996. Management and participation in ELT projects. in POWER PEDAGOGY & PRACTICE, ed. Hedge,T.; Whitney, N. Oxford University Press.

Title of the course: Assessment in ELT ; Types of Language Tests. Course code: Volume: 20 hours Credit value: 1 Department: The English Language Department, Faculty of Foreign Languages, The University of Latvia Author: doc. Ingrîda Kramiòa The course is included in part B of the professional programme. Pre-requisites:  bachelor degree in Philology (English);  English Language Learning and Teaching Methodologies (a course in BA programme; part B) Course content: The course is concerned with tests set by teachers for their own students, and not with external examinations such as those set by the Cambridge Syndicate. The starting points for the tests in this course is always teaching and learning, with the assumption that the teacher’s aim in the long run is to equip his students not with a general knowledge of grammar and vocabulary but with the particular language skills that they will need as, for example, a tourist or postgraduate. Each test will be designed as far as possible from the point of view of the student taking it. The course deals also with the ways and forms of analysing and depicting the test results. The goal of the course: to provide the students with the necessary theoretical knowledge and practical experience in test construction , test administration and the learners’ language skills assessment. The course objectives. Having completed the course the students:  will have become familiar with different types of language tests;  will be able to design a learner-friendly test;  will be able to assess the learners’ language skills;  will be able to analyse and present the test results. The course is delivered by Dr. Ingrîda Kramiòa.

Assessment: FORM MAGNITUDE TIMING A TEST designed To be submitted for a particular group by the end of the of learners. 1 test course. TEST.

Test Demands: The test is given for designing, presenting and analysing a language test.

22 ASSESSMENT IN ELT; TYPES OF LANGUAGE TESTS

COURSE PLAN

1. The notion of objective assessment. Tests as a means of assessment.

2. Correlation between teaching and learning; learning and testing.

3. Types of tests. Placement; diagnostic; achievement; proficiency.

4. Qualities of a good test. Reliability. Validity. Practically. Comparison and discrimination.

5. Test design.

6. Marking.

7. Results. Distribution. Standard deviation. Reliability. Item analysis.

8. A visual representation of scores. Interpreting test results. Communicating test results.

READING LIST IN `ASSESSMENT IN ELT`

1. Gipps, C. 1991. Assessment. Hodder and Stoughton. London. Sydney. Auckland. Toronto.

2. Harrison, A. 1983. A Language Testing Handbook. MACMILLAN PUBLISHERS.

3. Mathews, J. 1987. The Use of Objective Tests. University of Lancaster.

4. Sciortino, E. 1988. Strategies for Teaching. University of Central Florida.

23 THE UNIVERSITY OF LATVIA

Faculty of Foreign Languages

Professional Programme

TEACHER OF ENGLISH FOR SECONDARY SCHOOLS

Self-assessment Report

Director of the programme: Dr. paed.I.Kramiòa

Riga, 1997.

The professional programme ` Teacher of English for Secondary Schools`, presently submitted for accreditation is implemented in practice

24 as a result of the collaboration between the English Language Department of the Faculty of Foreign Languages and the Institute of Education and Psychology of the University of Latvia. The Programme has been developed and is realised on the basis of the academic programme `Bachelor of Philology ( English)`.

The goal of the programme is to enable the students after obtaining their first academic degree in Philology - Bachelor degree - to continue their professional education during the 5th year of studies.

The programme offers relevant professional courses (both; compulsory and electives) as well as the possibility to carry out pedagogical practice and to reflect practical results of their educational research in the qualification paper submitted in partial fulfilment of the professional programme. Students complete the programme by taking an integral qualification exam in pedagogy, psychology and ELT. Upon graduation from the programme the students are awarded a certificate of higher professional education ` Teacher of English for Secondary Schools`.

The goal of the programme fully corresponds to the economic interests of Latvia taking into account the development perspectives of the country for the following ten years.

This statement can be confirmed by such data as the birth rate and the annual teacher circulation. 33, 000 teachers are working at secondary schools in Latvia in academic year 1997/98. 4,655 of them work in forms 10. -12. Increase in birth rate was observed until 1986 when it reached the maximal number of children born - 38, 930. Further on decrease in birth rate set in, dropping down to 20, 820 in 1995. Forecasting the number of students in forms 10 - 12 in academic years starting from 2001/02 till 2006/07, it has been accepted that the birth rate will be around 20, 800 and that 1/2 of the youngsters after finishing primary school would continue their education in a secondary school. Under these conditions the number of students at secondary schools will be 44 800 in 2001/02 and 55 000in 2006/07. The number of teachers is increasing likewise: the increase is 700 in academic year 2001/02 when compared with academic year 1996/97 but in academic year 2006/07 the increase reaches 2000. The decrease in the number of secondary school students starts with academic year 2008/09. (See the material prepared by the Institute of Education and Psychology, Annex .....).

25 The annual teacher circulation demands 800 - 900 new teachers each year. Moreover the percentage of teachers with higher education varies in groups of different length of teaching experience. Thus, approximately 80% of teachers with work experience more than 10 years have higher education, but only 50% of teachers whose work experience is less than 2 years are university graduates.

The above presented statistics prove the actual necessity of teacher education in general. As to the teachers of English for secondary schools, it is one of the most demanded professions in Latvia. The students’ motivation to acquire this profession is notably higher than 10 years ago. The only interfering factor is the current economic situation, when teachers’ salaries are lower than those of bus conductors. The economic factor is the reason why most of students, even after qualifying for the profession, nether want nor are financially able to work at school. , the new bachelors of Philology express desire to continue their professional studies hoping that the economic situation will change in favour of education.

It is highly purposeful to educate teachers of English for secondary schools of Latvia in Latvia, for only the teaching practice with students of Latvia secondary schools will present the opportunity for future teachers to practice in authentic situations. Such an approach does not exclude taking advantage of the co-operation offer proposed by the International Exchange Centre (See the International Exchange Centre letter in ANNEX ....). The offer suggests that students of the University of Latvia should have part of their teaching practice working as tutors in children camps in the USA.

In service training ( after the teachers have worked for a certain time and have researched their students wants and needs) is highly advisable in a country of the target language.

Studies in the professional programme. 18 students graduated from the professional programme and got teacher’s qualification in academic year 1995/96 , but in academic year 1996/97 teachers qualification was awarded to 12 graduates. Up to now the professional programme was implemented alongside with the academic programme BA in Philology. In accordance with the Rector’s order students who were enrolled in the BA programme in academic year 1997/98 will be able to continue their professional studies after graduating from the BA programme (in the 5th year of their studies).

26 At present the following students continue parallel studies in both, academic and professional programmes: - 36 II year students; - 32 III year students; - 22 IV year students.

Perspective planning of professional studies. Planning of professional studies, to a certain extent depend on the economic situation in the country and on the amount of state budget allotted to education or on the ability of municipalities to subsidise the professional studies of their respective teachers.

With the improvement of the economic situation and the ability of the University of Latvia to cover the costs of teaching practice it might be possible to renew the group practice at schools. When the school practice is organised for a group of students in the same school, the advantage is that an all-around analysis of the particular ‘open’ lesson is possible and the young teacher could better prepare for the following test lesson and for teaching in general. Under the current economic and financial conditions it is impossible to organise practice for all students simultaneously, because almost every student is already working at a school and cannot miss his own lessons in order to visit his/her colleagues open classes or test lessons. At present students undergo the teaching practice individually, mainly, at the schools where they are already working. Thus, collective attendance of classes and `open lessons` are not always practicable. The university teachers attend the student-teachers’ open classes and test lessons. The teachers of English working at the concrete school are also invited to attend the open classes and test lessons, however, it is impossible for the university representatives to involve the school administration and teachers in the organisation of the practice, because the university is unable to pay for this work. We consider that the financial questions should be solved globally, for the whole of the university.

The perspective plan of the professional programme and regular accreditation is planned for all the respective faculties by the Institute of Education and Psychology of the University of Latvia.

Material - technical resources and financial means. The material-technical resources of the Faculty of Foreign languages are used for implementing both the academic (BA of Philology) and the professional programme (See the material-technical resources in the BA of Philology (English) programme self assessment).

27 The ability of the graduates to compete in the labour market might be illustrated by the mere fact that there are no unemployed teachers of English in Latvia and that graduates of the Faculty of Foreign Languages work in almost every school in Latvia.

Studies in the Professional programme are organised by the English Language Department of the Faculty of Foreign Languages in close co- operation with the Institute of Education and Psychology. The Syllabus of the programme consists of courses offered by university lecturers from both the interested institutions. Before commencing their studies the students register with the respective academic counsellor and choose the optional courses (electives). At the beginning of their studies students consult their advisors from the English Language Department or the Institute of Education and Psychology on the theme of the qualification paper and subject of their future educational research. Alongside with the educational research, students attend lectures in Part A and part B courses and perform their pedagogical practice. Studies proceed in the form of lectures, seminars and microteaching (See the respective course description and the study plan).

The conditions and forms of assessment are reflected in the course descriptions. The description of the assessment standards and procedure are presented in Part V of the Professional Programme.

Educational Research of the staff and students. Likewise the BA programme, the professional programme is based on the joint research activities of teachers and students. Students interest in educational research would be impossible without direct involvement in creative research activities under the advisors’ guidance. Since 1995 teachers and students of the English Language Department, Faculty of Foreign Languages have participated in 3 international research projects which either directly or indirectly concern the professional programme described in the present self assessment report. In March 1995 work at `Copernicus` project No 598 was commenced. The creative team of the project includes the University of Vilnius, Tallinn Technical University, the University of Latvia and Giunti Multimedia (Italy). The project B.A.L.T.I.C. (Basic and Advanced Language Transnational Interactive Course) is implemented at the University of Latvia, translation and adaptation are carried out at Vilnius and Tallinn universities. The project co-ordinators are Giovanni Martorana (Italy) and Ingrîda Kramiòa (The Baltic States).

28 The professional course `Multimedia and Students’ Independence` has been developed on the basis of the project. (See course descriptions in Part B.) The second project `Baltic states Advanced Writing Project` resulted in advanced academic writing courses for three Baltic universities:  the University of Vilnius;  the University of Latvia;  Tallinn Technical University.

The above mentioned writing courses are directly connected with the professional programme, because the professional programme is implemented as the continuation of the academic studies and students use all the previously acquired knowledge and skills. Elaborating their qualification paper students will be able to use all the previously acquired academic and professional skills. This is exceedingly important for the students of the professional programme `Teacher of English for Secondary Schools` perform their research and write their qualification paper in English. This condition is compulsory for all teachers of English because their future profession demands knowledge of English which far surpasses the survival level. In order to perform his/her professional activities the teacher of English should become a full- fledged member of English teaching community. This is impossible without being able to carry out and describe educational research in English. Knowledge and skills of Advanced Academic writing in English will enable teachers of English to participate in international conferences of relevant professional organisations (IATEFL, TESOL).

The importance of the project ` Baltic States Advanced Writing Project` is increased by the fact that norms and standards of advanced academic writing in Latvian differ from the standards and conventions of English Advanced Writing used in research and scientific publications. More than often neglect of the generally accepted norms may unfavourably influence the fate of an article submitted for publication or an abstract of a report offered for a conference. All the above mentioned reasons and the support of the British Council constituted the basis on which the Baltic States Advanced Writing project was launched (See Annex .....).

29 The co-ordinators of the project are: - assoc. Prof. Laima Erika Katkuviene (the University of Vilnius); - docent Ingrîda Kramiòa (the University of Latvia); - docent Kert Rummel ( Tallinas Technical University); - Dr. Ronald White (the University of Reading, UK)

In 1996 (June 17 - 19) a conference on writing in the framework of the project was held in Tallinn. All the teachers of the English Language Department , Faculty of Foreign languages ,UL who teach academic writing in BA programme and supervise the research activities and work at Qualification Papers in the Professional Programme, participated at the conference: - lect. Rota Bankava; - lect. Tatyana Frolova; - lect. Zigrîda Vinèela; - assist. Sergey Andreyev; - doc. Ingrîda Kramiòa. Presentations (from the Latvian team) were given by T. Frolova and I. Kramiòa. ( See the Conference Programme in Annex ....)

In June of 1997 a seminar run by Dr. Ronald White was held in Vilnius. (Presentations were made by doc. Edgars Oðiòð, lect. Rota Bankava, lect. Tatyana Frolova, lect. Zigrîda Vinèela.)

Another international project - the `Creative Writing Project` is implemented in co-operation with Uppsala University (Sweden). In the framework of this project guest lecturers from Uppsala University Pamela Marston and Alan Shima held seminars for students and teachers in `Creative Writing` and in `Methodology and Pedagogy of Teaching Creative Writing`.

The implementation of these projects would be impossible and senseless without students’ participation. The target population of all the above mentioned projects (and future projects as well) are students. That is why students are both: participants and evaluators of the research activities carried out. (See the `Analysis of the Pilot Teaching`; Annex .....) Participation in the international projects help students to enter the community of English language teachers. Many of students research themes are based on or connected with the project themes.. (See the list of student research themes at the English Language Department).

30 Quality guarantees The quality of the professional programme is conditioned by several factors:  students’ motivation which is conditioned by the economic situation and the prestige of the relevant profession in the society;  teachers’ motivation to perform their academic and research activities on a professionally and scientifically high level ( This motivation is negatively influenced by the low salaries, because a highly qualified specialist of the English language has a lot of possibilities to choose a better paid job with less responsibilities.)  teachers’ confidence in their abilities, as well as, the moral reward that their professional and academic performance has been internationally recognised and accepted, and that their colleagues carry out similar research activities everywhere else in the world.

Students motivation today is much higher than it was 10 years ago. Students do not have negative attitude towards teacher’s duties at school as there is no need to carry out communist education among students and their parents. Students are confident that they know their academic subject and can teach it creatively. The students confidence is built up and supported by presenting them with real possibilities to get acquainted with the latest approaches, methods and technologies in TEFL. Thus, 6 videos have just been bought depicting the authentic plenaries from IATEFL 31 International Conference in Brighton in April, 1997. ( More detailed information about the latest teaching aids is available at the English Language Department, Faculty of Foreign Languages )

Students’ confidence in their knowledge and ways of perfecting their existing knowledge offered by the professional programme is enhanced by the fact that they are taught by teachers whose academic competence and professional efficiency has been tested and internationally recognised through participation in joint projects with other universities. (See teachers’ CVs and lists of publications.)

The negative feelings, the teachers get when comparing their salaries with those of less qualified professions, can be compensated only by moral satisfaction which they experience presenting their academic and research results for their colleagues’ judgement at international conferences. Thus, Ingrida Kramiòa, the director of the professional programme ‘Teacher of English for secondary Schools’ , has participated with presentations at several international conferences since 1994.e.g. :  in 1994 the 28th International IATEFL Conference in Brighton (presentation ‘Teaching Listening Skills at the university of Latvia’);

31  in 1995 the 29th International IATEFL Conference in York (presentation ‘Teaching and Evaluation in Large Classes’);  in 1996 the 30th International IATEFL Conference in Stoke-on-Trent (presentation ‘Multimedia and Learners’ Independence);  inn 1997 the 31st International IATEFL Conference in Brighton (presentation ‘The Baltic States Advanced Writing Project: Problems and Perspectives’);  in February, 1997 at the 2nd Annual Colloquy, the European Centre for Modern Languages, Council of Europe, Graz (presentation ‘The Baltic States Advanced Writing Project - an Attempt to Balance the Supply and Demand in Languages Market’).

The results of the department staff collective research have been presented also at other international conferences. (See the ‘Conference Abstracts’ in the lists of publications.)

Perspective Development of the Professional Programme ‘Teacher of English for Secondary Schools’

The programme, discussed in the present self-assessment report, like any other academic or professional programme, has not been completed for ever and is not submitted in its final unchangeable variant. Like other programmes, it will be developed and modified in the nearest future.

Thus, in the nearest future teaching practice can be modified and enriched in co-operation with ‘The International Exchange Center’. (See the letter from ‘The International Exchange Center’, Annex ….. .)

The following courses in TEFL may be added to Part B in academic year 1998/99 :  Lecturer Margarita Fedjukova at present is completing her Doctor dissertation on the basis of which a new optional course will be developed ‘Educational Principles of Teaching Foreign Languages to Young Learners’. (Supervisor - prof. Ausma Ðpona.)  Assistant Monta Farneste will reflect the main ideas of her dissertation in the optional course ‘Pedagogical, Psychological and Methodological aspects of Teaching Essay Writing’ (Consultant Dr. Ingrîda Kramiòa.)  Dr. phil. Ludmila Taivâne is working on the optional course ‘Applied Linguistics’.

RESUME

The professional programme submitted for assessment has been already repeatedly evaluated. The programme as a whole has been discussed and analysed at the international conference ‘Teachers Develop Teachers’ in Oranim (Israel). Also the separate courses constituting the professional programme have been discussed at international conferences and positive qualified expert opinions have been received. As a result of the

32 international know-how exchange research groups have been set up and joint projects have been started deserving the support and understanding of European Council and British Council. The above mentioned facts give reason to presume that an additional costly and labour consuming evaluation procedure might not be reasonable and will in no way contribute to teacher education in Latvia.

Dr. Ingrîda Kramiòa Director of the Professional Programme ‘Teacher of English for Secondary Schools’