Latviešu valodas apguve diasporā, izmantojot ClassFlow izglītības platformu: process un rezultāti

Abstract

The topicality of the research comes from the state policy to help the children and youth’s families belonging to the Latvia State living in the diaspora not to lose their sense of belonging to Latvia, preserve and develop their identity, language, values of Latvian national culture. The Latvian Language Agency has been offering 7–15-year-old diaspora pupils the acquisition of the Latvian language in the digital class for three years, applying the ClassFlow educational platform. Some experience has already been accumulated which enables us to judge the work process, outcomes and problems to be solved. The goal of the article is to analyse the diaspora pupils’ Latvian language acquisition process, applying the ClassFlow educational platform, and outcomes of the learning achievement. The theoretical base of the research consists of the pedagogical and linguodidactics theory. The empirical data has been obtained analysing the results of the diaspora pupils’ diagnostic work and their parents’ surveys. The diagnostics of the distance learning pupils’ Latvian language skills was implemented in autumn 2019 and repeatedly in spring, 2020 for 196 pupils in a group of 31 LLA distance learning classes. Two structurally and evaluatively equivalent diagnostic tests were developed. At the end of the school year the results of the pupils’ learning success were compared and the analysis of the success dynamics was carried out. 107 respondents or 53.5% of the LLA distance learning pupils’ families in 299 countries all over the world took part in the parents’ survey. In distance learning classes diaspora pupils acquire the Latvian language as a foreign language. During the learning process, integrated acquisition of content and language is ensured. The diagnostic tests have been made, taking into account the descriptions of the Latvian language proficiency levels. The tests include thematically related tasks in order to diagnose the acquisition of all principal language skills. Within the framework of the topic, the pupils' knowledge of Latvian cultural traditions and social events is also diagnosed. The results of the research show that 53% of the diagnosed pupils have a positive dynamics of language development, which can be explained by a regular and purposeful language acquisition process under the guidance of professional teachers. Integrated with language learning, diaspora pupils also expand their knowledge of Latvian culture, geography, historical facts and current events in Latvia. 47% of respondents' dynamics of language learning outcomes are influenced by irregular attendance of classes, lack of motivation to learn Latvian while living outside Latvia, insufficient parental support, heavy workload at home country school, pupil’s individual characteristics, insufficient technical support of the learning process by the pupil’s family, lack of the natural language environment, etc. Cooperation with the children’s parents is essential for teachers, since both the quality of classes and work planning, respecting the pupils’ needs, depend on the parental support. The research raises a question for further studies – how to organize a common diagnostics of the acquired experience for those diaspora distance learning pupils who have a high level of the Latvian language skills.