ORGANIZATION OF THE PEDAGOGICAL COOPERATION PROCESS FOR CHINESE STUDENTS IN THE LATVIAN LANGUAGE AS A FOREIGN LANGUAGE
DOI:
https://doi.org/10.17770/sie2019vol3.3749Keywords:
Latvian language as a foreign language, learning, pedagogical cooperation processAbstract
It is self-evident that in the second decade of the 21st century more and more students are involved in mobility: knowledge is acquired beyond the borders of their country, as well as studying new foreign languages - not only the language of the great nations alone. Students' goal is not only to enrich their knowledge and intellectual potential but also ensure more opportunities for themselves in the labour market. Twenty students from the Beijing International Study University (Beijing International Studies University; BISU) have acquired Latvian language as a foreign language as well as other human-oriented subjects related to Latvia during the 2017/2018 academic year at the Riga Technical University (RTU). For teaching staff this is a big challenge: they need to find a new approach, students from different countries must be treated differently, choosing different teaching tools and pedagogical methods, and constantly thinking about pedagogical cooperation process. This is important not only for successful communication, but also for the advanced new knowledge and skills transfer to students. The article is dedicated to finding out the peculiarities of the organization of the pedagogical cooperation process for Chinese students in the classes of the Latvian language as a foreign language.
Downloads
References
Aitchison, J. (2007). The Articulate Mammal: An Introduction to Psycholinguistics. London: Routledge.
Auziņa, I., Berķe, M., Lazareva, A., & Šalme, A. (2016). Laipa. A2. Latviešu valoda. Rīga: Latviešu valodas aģentūra.
Buboviča, J., & Studente, A. (2017). Tolerances jēdziens pedagoģijā. Humānās un sociālās zinātnes. Rīgas Tehniskās universitātes zinātniskais žurnāls. 2017/12. Rīga: RTU Izdevniecība, 5–14.
Dorila, I. (2017). Atbalstošas mācību vides un priekšlaicīgas mācību pārtraukšanas mijsakarības. Humānās un sociālās zinātnes. Rīgas Tehniskās universitātes zinātniskais žurnāls. 2017/12. Rīga: RTU Izdevniecība, 15–29.
Fromm, E. (1956). The Art of Loving. New York: Harper & Row.
Kampe-Pērsone, G. (2017). Latvijas zīdītāji. Pilnīgs sugu apskats. Rīga: Zvaigzne ABC.
Meikšāne, Dz. (1998). Psiholoģija mums pašiem. Rīga: RaKa.
Nairz-Wirth, E. (2014). Quo Vadis Bildung? Eine qualitative Längsschnittstudie zum Habitus von Early School Leavers. Wien: Wirtschaftsuniversität Wien. Pieejams: https://media.arbeiterkammer.at/wien/PDF/studien/bildung/QuoVadisBildung_2014.pdf
Pekinas Ārzemju studiju universitātes mājaslapa. (b./g.). Pieejams: www.bfsu.edu.cn/overview
Pekinas Starptautisko studiju universitātes mājaslapa. (b./g.). Pieejams: en.bisu.edu.cn
Špona, A., & Čamane, I. (2009). Audzināšana. Pašaudzināšana. Rīga: RaKa, 2009.
Šteinberga, A. (2013). Pedagoģiskā psiholoģija. Rīga: RaKa, 2013.
Šteinberga A., & Tunne, I. (1999). Jauniešu pašizjūta un vērtības. Rīga: RaKa.
