Lietuvių kalbos, kaip negimtosios, ugdymo didaktikos aspektai

• Published in: Žmogus ir žodis Vol. 8; no. 3; pp. 68 - 73
• Main Author: Salienė, Vilija
• Format: Journal Article
• Language: Lithuanian
• Published: Vytauto Didžiojo Universitetas 2006; Vytautas Magnus University
• Subjects: Language and Literature Studies; sociocultural context; intercultural education; multicultural society; communicative and cultural competence
• ISSN: 1392-8600; 1822-7805

The university course on the didactics of the Lithuanian language as a second language is designed for students and teachers working at non-Lithuanian schools as well as Lithuanian schools with an increasing number of pupils from mixed families or for work with children of migrant workers. The purpose of the course is to develop the communicative and cultural competence of future teachers of a certain level to be able to teach pupils a good command of the Lithuanian language in both formai and informal situations. The methodological basis of Lithuanian language teaching is communicative teaching/learning of foreign languages. During the course, students learn about the European Union practice of second language teaching. Students learn foreign language teaching/ learning techniques (and analyse testing methodologies for foreign languages as Well as assessment techniques. The entire course is aimed at the natural use of language and the development of the communicative competence of future teachers with a particular focus on linguistic and sociocultural aspects of the communicative competence of students and working teachers. The purpose of this article is to analyse the specific nature of the didactics of the Lithuanian language as a second language and to outline the priorities of teaching. The didactics related to second language (in our case, the Lithuanian language as non-native) teaching must be based on the ideas of intercultural education. Teacher training must have a conceptual and methodological basis. In Lithuania, study programmes for Lithuanian language teachers do not include (or just marginally include) subjects specifically aimed at developments in multicultural societies such as analysis of migration trends, ethnosociological studies, comparative studies of educational systems, sociolinguistic studies, etc. Therefore, there already exists the problem of Lithuanian language teachers only being able to work at Lithuanian, Russian or Polish schools not only because of language barriers, but also because of lack of certain cultural competences.