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1. Language Politics and Practices in the Baltic States (EJ822863)
Author(s):
Hogan-Brun, Gabrielle; Ozolins, Uldis; Ramoniene, Meilute; Rannut, Mart
Source:
Current Issues in Language Planning, v8 n4 p469-631 Jan 2008
Pub Date:
2008-01-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Language Planning; Official Languages; Multilingualism; Foreign Countries; Indo European Languages; Social Change; Politics; History; Bilingualism; Language Usage; Language Attitudes; Language of Instruction; Testing; Language Variation; International Organizations; Laws; Finno Ugric Languages; Conflict; Literacy; Ethnic Groups
Abstract: This monograph provides an overview of the language situation in the three Baltic countries: Estonia, Latvia and Lithuania. It examines the recent change in language regimes that the Baltic States have deliberately brought about since the restitution of their independence, the nature of these changes, the opposition they have engendered and the linguistic, political and social consequences of these policies, both locally and internationally. First, an overview is provided on the historical background to contextualise and present language policy issues in the Baltic. Then attempts to overturn major aspects of Soviet language policy and to re-institute the national language are highlighted. Aspects of the current language situation covered include a special focus on bilingual and multilingual language use in the Baltic multiethnic settings. Detailed attention is also paid to language provision in the diverging educational settings, as well as to methods of assessment. This is followed by a discussion of attitudes to language use, standardisation, testing, languages and language variants. In conclusion the scholarly treatment of Baltic language policy issues is examined, concluding with an evaluation of the contribution of the Baltic States to our overall understandings of language policy and its complexities. (Contains 17 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. European Union Students Studying in English Higher Education Institutions. DIUS Research Report 08-09 (ED502362)
Morris, Marian; Rutt, Simon
National Foundation for Educational Research
2008-00-00
Numerical/Quantitative Data; Reports - Research
N/A
Descriptors: Higher Education; Foreign Countries; Tuition; Longitudinal Studies; National Surveys; Profiles; Financial Support; Regional Characteristics; Student Loan Programs; Research Reports; College Students; Aspiration; Intention; Student Attitudes; Study Abroad; Statistical Surveys; Educational Research
Abstract: This study aimed to identify the pathways, intentions and relevant perceptions of (non-UK) European Union (EU) students entering English higher education. It sought to identify why students wished to obtain an English HE qualification, their attitudes towards the uptake and repayment of tuition fee loans and their future career plans. Drawing on longitudinal data from the Higher Education Statistics Agency (HESA) and from a national survey of (non-UK) EU students in English Higher Education Institutions (HEIs), it aimed to provide a better understanding of their views on (and use of) the Student Loans system, in order to inform government policy and strategy in this area. An analysis of HESA data from 2002/03 to 2005/06 found that: (1) There was a growth in the numbers and the proportion of young people from the Baltic States, Eastern Europe and late accession countries (including Cyprus and Malta) and a decline in both the overall numbers and the proportion of students coming from EU founder nations and other western non-founder nations; (2) Business and administration studies appeared to be both the largest and fastest growing course, although the proportion of applicants for such places declined amongst the seven non-UK non-founder nations. The proportion of non-UK EU entrants to most STEM (science, technology, engineering and maths) subjects (other than those related to medicine or biology), law and languages, in contrast, have seen a marked decline; and (3) The probability of a non-UK EU student staying in England to take part in further full-time study was greater than that of their remaining to work (whether full- or part-time), particularly for those studying maths, physics, languages, law, historical studies and social sciences courses. The research team used both primary research and secondary analysis of other data sources to ascertain the mobility patterns, anticipated destinations and attitudes to student loan repayments of EU students. The analyses of HESA data and of the survey responses divided students into three broad groups, representing the founder states (Belgium, France, Germany, Italy, Luxembourg and the Netherlands), the other non-founder (non-UK) western nations (Austria, Denmark, Finland, Greece, Ireland, Spain, Sweden and Portugal) and the Baltic States, Eastern European states and other late accession countries (Bulgaria, Cyprus, Czech Republic, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Romania, Slovakia and Slovenia). The findings from this study have been summarised in relation to non-UK EU students' choosing to study in England; non-UK EU students' understanding of tuition fee loans and their attitudes towards them; and respondents' future career and study plans. Appended are: (1) Drawing the sample; (2) EU member states and date of accession; (3) Tables; (4) Changes in non-UK EU population; and (5) Higher Education Institution recruitment and liaison. (Contains 43 tables and 37 footnotes.) [This report was written with Helen Robertson Hobsons and was published by the Department for Innovation, Universities and Skills. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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3. Language-in-Education across the Baltic: Policies, Practices and Challenges (EJ778596)
Hogan-Brun, Gabrielle
Comparative Education, v43 n4 p553-570 Nov 2007
2007-11-00
Journal Articles; Reports - Evaluative
Descriptors: Foreign Countries; Comparative Analysis; Educational Policy; Educational Practices; Educational Change; Multicultural Education; Indo European Languages
Abstract: Since their political reorientation that started in the late 1980s, the Baltic states have experienced profound social reforms to rebuild their democratizing societies. Education has featured as a key vehicle to this transformation process of overcoming the limitations of the Soviet past. National legislative frameworks were therefore soon provided to restructure educational systems and allow for "liberal" approaches to schooling. The process of policy-making for a new concept of education, however, entailed numerous challenges, and it has resulted in a diverse tapestry of educational provision across the Baltic. With specific focus on minority education, this paper presents a comparative analysis of education policies and practices in contemporary Estonia, Latvia and Lithuania in response to emerging language needs in these intensely multiethnic settings. (Contains 3 tables and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Development Challenges and Opportunities Confronting Economies in Transition (EJ786935)
Estes, Richard J.
Social Indicators Research, v83 n3 p375-411 Sep 2007
2007-09-00
Journal Articles; Reports - Descriptive
Descriptors: Economic Change; Foreign Countries; Social Development; Economics Education
Abstract: "Economies in Transition" (hereafter EIT or EITs) are countries in the process of shifting from "command" to "more open", liberalized, free market economic systems. In addition to achieving major structural adjustments to their economies, the transformational process requires the introduction of a high degree of transparency in both the economic and political spheres of society. The transfer of state assets to private ownership is one part of the process as well, as is the creation or opening of "political space" that permits the emergence of private enterprise, multiparty political systems, and the introduction of a broad range of non-governmental organizations that carry out missions and functions which people themselves prefer to perform. Thus, the process of economic transformation requires a major socio-political-economic paradigm shift...one that places people and their needs at the center of the transformational process. The process is extremely difficult to achieve and is fraught with many dangers for countries that enter into it without substantial guidance from more economically advanced countries. This paper reports on the social development successes and failures of 31 economies in transition over the 15-year period 1990-2005. Included in the analysis are EITs located in East and South East Asia (N = 5), Central and Eastern Europe (N = 10), all 12 members of the Commonwealth of Independent States including the Russian Federation (N = 12), Turkey (N = 1), and the three Baltic States of Estonia, Latvia and Lithuania (N = 3). Using the author's extensively pre-tested Weighted Index of Social Progress (WISP), the paper reports data at three levels of analysis: (1) WISP performances for all 31 EITs-as-a-group; (2) sub-regional performances on the WISP and its component sub-indexes for each of the six EIT sub-regions included in the analysis; and (3) country-specific performances on the WISP for each of the 31 countries included in the analysis. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. From Scientific Apprentice to Multi-Skilled Knowledge Worker: Changes in Ph.D Education in the Nordic-Baltic Area (EJ773229)
Onnerfors, Andreas
European Journal of Education, v42 n3 p321-333 Sep 2007
Descriptors: Doctoral Degrees; Foreign Countries; Higher Education; Academic Freedom; Doctoral Programs; Credibility; Science Education; School Culture; Academic Standards; National Standards
Abstract: There is no doubt that what is generally referred to as "Ph.D education" has undergone dramatic changes in Europe in recent years. Whereas the Bologna Process, launched in 1999, originally had in mind to make it easier for undergraduate students to gain international experience and enhance their employability by facilitating mobility and transparency of higher education in Europe, the idea of a "third cycle" of doctoral studies came relatively late in the discussion (2003). For some academic cultures, the idea of educating doctoral students was and still is perceived as a threat against academic freedom, originality and credibility. Other academic cultures have already long adopted Ph.D training schemes as an integrated part of training future scientists and knowledge workers. This article presents the result of a recent survey on Ph.D training in the Nordic-Baltic Area (Andreas Onnerfors: "Ph.D-training/PGT in the Nordic-Baltic Area", Exploring the North: papers in "Scandinavian Culture and Society" 2006:1, Lund 2006) initiated by the Nordic research organisation NordForsk, which discusses new concepts of doctoral education and training in the five Nordic and the three Baltic countries as well as in Russia, Poland and three northern states of the Federal Republic of Germany. Whereas there is great correspondence in the performance of doctoral training and education in the Nordic countries and changes have been introduced permanently for about 30 years, Poland, Germany and Russia are battling with their academic traditions and the challenge of adapting their academic cultures to joint European standards. This concerns especially the phenomenon of two postgraduate degrees (the Ph.D and a further degree) and the view upon training elements in doctoral studies. After their independence, the three Baltic countries rapidly adapted their systems of higher education to the Nordic model. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Progress and Problems in Reforming Public Language Examinations in Europe: Cameos from the Baltic States, Greece, Hungary, Poland, Slovenia, France and Germany (EJ693634)
Eckes, Thomas; Ellis, Melanie; Kalnberzina, Vita; Pizorn, Karmen; Springer, Claude; Szollas, Krisztina; Tsagari, Constance
Language Testing, v22 n3 p355-377 Jul 2005
2005-07-00
Information Analyses; Journal Articles
Descriptors: Foreign Countries; English (Second Language)
Abstract: Contributions from seven European countries pinpoint major projects, problems, and prospects of reforming public language assessment procedures. Each country has faced unique problems in the reform process, yet there have also been several common themes emerging, such as a focus on multilingualism, communicative skills, standardization, reference to the CEFR and certification. Future work needs to develop these themes further and to study impact and support issues as well. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Creators, Transmitters, and Users: Women's Scientific Excellence at the Semiperiphery of Europe (EJ771944)
Blagojevic, Marina
European Education, v36 n4 p70-90 Win 2004-2005
2005-00-00
Descriptors: Foreign Countries; Social Sciences; Women Scientists; Educational Research; Gender Issues; International Relations; Epistemology; Context Effect; Bias; Geographic Location
Abstract: This paper explores the field of interconnectedness among knowledge production, semiperiphery, gender, and "scientific excellence," which is largely an undertheorized and underresearched field of "absence of knowledge." It will be tackled with a combination of theoretical ideas, research findings, personal observations, and concrete examples, including valuable insights gained from the work process that the author developed through her participation in the Enlarge [the Number of] Women in Science in the East (ENWISE) Expert Group set up in October 2002 by the European Commission to report on the situation facing women scientists in Central and East European countries and in the Baltic states. The focus of this paper is on social sciences and especially gender studies at the semiperiphery because social sciences are extremely context-sensitive sciences, and gender studies development, specifically at the semiperiphery encompasses many of the problems that reveal the tensions between gender, creation of new knowledge, and "excellence." (Contains 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Changing Levels of Bilingualism across the Baltic (EJ728165)
Hogan-Brun, Gabrielle; Ramoniene, Meilute
International Journal of Bilingual Education and Bilingualism, v7 n1 p62-77 2004
2004-00-00
Descriptors: Foreign Countries; Russian; Monolingualism; Language Role; Bilingualism; Slavic Languages; Official Languages; Language Maintenance; Indo European Languages; Second Language Instruction; Second Language Learning
Abstract: Since the cessation of Soviet hegemony the Baltic Republics have endured drastic changes in their political, economic, social and linguistic situation. The official reinstatement of the respective state languages has been a key feature in the establishment of their newly regained national independence. Consequently, large sections of the population need to undergo language instruction in order to be able to function in the changed linguistic environment. For many members of the ethnic communities, this has involved a shift from either monolingualism (predominantly Russian) or bilingualism (e.g. of Belarusian or Ukrainian) with Russian to a bilingualism of their ethnic language, or in some cases of Russian, with Lithuanian, Latvian or Estonian. This contribution will report on language-related developments across the Baltic and on ensuing educational challenges in Lithuania set against a diachronic perspective of local bilingual settings. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. An Outsider's Support of Yiddishism in the Baltic States: The Case of Paul Ariste. (EJ674812)
Verschik, Anna
Language Problems & Language Planning, v27 n2 p115-36 Sum 2003
2003-00-00
Descriptors: Case Studies; Foreign Countries; Ideology; Language Planning; Uncommonly Taught Languages; Yiddish
Abstract: This case study of non-Jewish support of Yiddishism in Estonia examines the arguments Paul Ariste--a famous Estonian linguist who learned Yiddish as a young man--used in a Yiddish-language speech in the general context of Yiddishist ideology. (Author/VWL)
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10. Residential Folk High Schools in Eastern Europe and the Baltic States. (EJ644540)
Kulich, Jindra
International Journal of Lifelong Education, v21 n2 p178-90 Mar-Apr 2002
2002-00-00
Descriptors: Adult Education; Economic Factors; Educational Change; Folk Schools; Foreign Countries; Residential Programs
Abstract: In Eastern Europe, Poland has the longest history of folk high schools. Although closed in Hungary during the 1950s, folk high schools have recently reemerged. There were attempts to establish them in Estonia, Lithuania, and Latvia following independence. Although the residential aspect of folk schools is desirable, economic and social conditions in postcommunist societies pose operational challenges. (Contains 44 references.) (SK) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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