Reflections on the FIPLV Nordic-Baltic region seminar
"The Multicultural Aspect in the Foreign Language Classroom. Language testing"

(Vikersund, Norway, 28 June - 1 July, 2004)

FIPLV Nordic-Baltic region seminar devoted to the issues of multicultural education in language teaching, learning and testing was organized excellently by the Norwegian Association of Language Teachers led by its President Ranveig Reggestad.

The seminar program included captivating and interesting plenary speeches and other presentations, workshops, round-table discussions and exchanges of views — all very useful and fruitful experience.

Four participants from Latvia took part – Indra Kalnina, Mara Dirba, Diana Rumpite and Laimdota Trinkuna.

Indra Kalnina, prize winner in the action of the European Commission “European Label for Innovative Projects in Language Teaching and Learning” in 2003 and a winner of Fulbright Scholarship conducted a workshop on the methods for developing intercultural competence and also introduced her project in using drama in learning different languages at Grobina Secondary School. Assist. prof. Mara Dirba from the University of Latvia in her presentation “Intercultural Communicative Competence in Teacher Training” stated that language education has become an essential component in intercultural education. Mara Dirba pointed out that the new paradigm of language education is implemented slowly in the teaching practice because many teachers are not prepared for it. Teachers need practical training in the methods of promoting flexibility, seeing things from different perspectives, dealing with diversity and creating inclusive school environment. Assist. prof. Diana Rumpite in her presentation focussed on the development of tests based on Common European Framework of Reference and showed how it was put into practice in the three Baltic countries, as well as discussed the use of the Manual “Relating Language Examinations to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEF)” (published by the Language Policy Division of the Council of Europe). Diana Rumpite presented the results of the endeavours of the tertiary institutions of the Baltic states involved in LEONARDO project to establish a unified skills-based tertiary level LSP examination requirements and assessment criteria. Laimdota Trinkuna, teacher of Riga Secondary School No.25 and prize winner of the “European Label for Innovative Projects in Language Teaching and Learning” in 2003 gave a report on developing intercultural communicative competence of schoolchildren in the international German language camp of the Baltic states. 

Rapid changes in contemporary Europe have influenced the ways of language teaching and learning: schoolchildren need new cultural knowledge; they have to learn new attitudes and skills. A new term, “multicultural classroom”, has appeared at our schools. This term has at least two interpretations: 1) racial and ethnic diversity of students, and 2) intercultural skills, i.e., the ability to bring the original/local culture and the foreign culture into relation with each other. Cultural awareness improves the level of students’ communication and helps them deal with cultural differences. “I wish to understand your experience from your own point of view. I want to understand the meaning of your experience in your way, “to walk in your shoes”, feel what you feel and explain it the way you do. Would you be my teacher and help me doing so?” These are the lines from a presentation in Vikersund that fully express the idea of intercultural competence.

In the Nordic-Baltic region a tendency is observed to adapt pupils instead of changing the teaching methods and attitudes. An example with a door was given – instead of making it higher, some Ministries of Education choose “to cut a tall pupil’s head off to get him through the door”. In this connection it is important to realize that each child brings his or her own culture into the classroom and that intercultural competence does not apply only to ethnic diversity. Several speakers stressed that all classrooms may be called intercultural, even if there are no immigrant children present. Pupils have to master intercultural communicative competence, which basically deals with two concepts – diversity and interaction.

The importance of developing and using high-quality teaching materials and books reflecting cultural diversity was stressed as a means for stimulating intercultural communication. More attention should be paid to interactive methods.

Different approaches to intercultural learning and comparison were pointed out.  The principles of intercultural learning are:

·        appreciation of other cultures (values, norms), respect for otherness;

·        reciprocity – mutual enrichment through learning from other cultures.

By following these principles, intercultural learning tasks are formulated, namely:

• overcoming ethnocentrism;
• developing the ability to empathize (to understand another person’s feelings and experiences)
• enhancing openness towards all that is foreign or different.

Intercultural learning promotes solidarity in contrast to competition, and inclusion instead of exclusion.

Some effective ways of learning intercultural competence are group work and cooperative learning, as well as games and other activities (learning through experience). In cooperative learning, the teacher forms groups of pupils where all members of the group are responsible that everyone understands the task, is actively involved and cooperates. Everyone in the group has a special role, and all are responsible for the achieved final result. Some of the basic principles involved are:

• “Everybody can do something – nobody can do everything”;
• “It is your duty to help others”;
• “Pay attention to the needs of each member in the group”;
• “Nobody has finished the task until everybody has finished it”.

As to the second theme of the seminar – language testing, the basic conclusion was “assessment for learning, not just of learning, and definitely never against learning!” Different assessment principles were pointed out and analysed: to give students a chance to show what they actually know/can do instead of primarily trying to detect/focus on what they do not know/cannot do; to enhance validity and reliability – not bias; to enhance a collaborative approach to the development of tests by involving active teachers, researchers, students, etc.

The seminar participants also had an opportunity to socialize in an informal atmosphere, which allowed them to get to know one another closer, as well as to enjoy the fabulous Norwegian nature.

On behalf of the Latvian participants we would like express our gratitude to the State Culture Capital Foundation, the Youth and Sports Department of the Riga City Council and the British Council for their financial support, which allowed us to acquaint the seminar participants with some of the recent practices in language teaching in Latvia, to meet colleagues from Sweden, Norway, Finland, Iceland and Canada, and to apply the experience gained in pedagogical work.

The next FIPLV Nordic-Baltic region seminar is planned to take place in Latvia in 2006. It will be organized by the Latvian Association of Language Teachers (LALT) in cooperation with other institutions. We parted with the words – see you soon in Riga!

Diana Rumpite, Indra Kalninya,

Mara Dirba, Laimdota Trinkuna

lvasa@latnet.lv