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.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.