Efficient strategies in course planning for low-resource minority language classes in higher education: observations from Uralic studies and the example of South Estonian

Abstract

ABSTRACTThis article investigates the different types of language classes for Uralic languages in higher education contexts to derive principles in course planning for minority language teaching. As a micro-level example, a foreign language class for South Estonian, aimed at a general audience at LMU Munich, is analysed and informs the discussion of economically efficient and pedagogically effective strategies in curriculum and syllabus design for this target group. The suggested approach uses authentic media in a theme-based, content-based instruction (CBI) classroom with an integrated syllabus of text-based, task-based, and media-based syllabus types, which helps to address the needs and interests of the target group consisting of university students. This enables critical engagement with minority media, development of media literacy, and autonomous student projects on the target language. Additionally, the adoption of a positive stance towards the minority identity is advocated, making the class suitable for heritage learners and allowing for intercultural understanding between students and educators as broader goals for minority language instruction.