Reflections and perspectives

4.2. With regard to minority languages

4.2.1. In accordance with the advice given in reports produced with a very different purpose, i.e. Framework Convention, Chart on Regional and Minority Languages, OCDE Report, it might be appropriate to review the recent laws and regulations regarding, directly or indirectly, languages. This is to ensure that a full harmonisation exists among them and that there is no gap or diverging interpretation as far as minority languages are concerned. In recent years, some tensions have appeared, which probably could be diminished, given this detailed adjustment of texts, whenever possible. It is to be noted that, in a comment to the very informed study he made (see appendix 1), one of the experts, having considered the data, feels that the issue of minority education needs to be treated with more urgency and sensitivity than might have been the case so far. Some minorities have reached a stage where their demographic and/or linguistic/cultural visibility in Lithuanian society might be at serious risk.

4.2.2. The demand expressed by some important minorities that an exam in the mother tongue be compulsory and not optional as it is now for students from minority schools seems legitimate, given the importance of their language for the communities concerned and the place it has in the curriculum. However, the fact that students do not all choose to take this optional subject for their school or State exam is a clear indication that they and their families have other legitimate priorities as well, probably linked to university entrance in Lithuania. Some balanced solution should perhaps be consensually looked for. This point is taken again in connection with the question of the second foreign language (4.3.).

4.2.3. It is clearly quite normal that Lithuanian be a compulsory subject for exams in minority schools which are part of the general education system in Lithuania. It would seem appropriate too, in the interest of the students concerned, that some form of bilingual teaching be introduced in the minority schools, whereby Lithuanian would be partially used, in complement to the minority language, as a medium of instruction for certain subjects and in certain classes, for instance in grades 10 to 12, or even earlier. This possibility has been officially mentioned but meets with some opposition, especially but not exclusively from representatives of the Polish minority. One can say, however that, just as bilingual teaching could have a more significant place in the majority Lithuanian schools, it also has a role to play in minority schools. Regarding the general European scene, bilingual teaching, of which CLIL is just one possible form, is encouraged and can present a great diversity of aspects and formats. Given the right conditions of teacher training and school organisation, they are not considered as being a risk for the construction of identity but as an asset for the linguistic and cognitive development of the learners. Experiments could be encouraged in that area⁵³.

4.2.4. The question of the school and State exam for Lithuanian has already been discussed at length in this document, and, on this question just as for the introduction of a certain “dose” of bilingual teaching, a pragmatic and positive approach can be adopted. The focus might be on analysing why and how the different exams now existing should or should not be made closer as they now are with regard to their general orientation and types of content and requirements. This, probably in relation to standards such as those specified in the Common European Framework of Reference for Languages. As pointed out in 4.1.6., the evolution currently under way could well lead progressively to a single type of exam.

4.2.5. With regard to minorities, the concluding paragraphs of the study which constitutes Appendix 1 of this report might be given special consideration :

“... it seems desirable that some time and effort should be given to the preparation of a comprehensive national policy on national minorities' education as well as a detailed plan of Action.

Within the preparation of such a policy document, three policy issues stand out among those requiring attention.

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  First, in a situation in which minorities aspire to integration rather than assimilation, and the legal framework is also so focused, the benefits offered by a good quality bilingual education should not be overlooked. It is recommended that Lithuania should consider more positively the concept of bilingual education. Bilingual education is a well established and widely used approach to dealing with the educational problems of multilingual communities⁵⁴, and without a network of such schools the range of policy options in Lithuania is seriously diminished.
  
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  Secondly, there will be pupils from ethnic minorities for whom either bilingual or uni-lingual minority education will not be appropriate or required. Nonetheless, there may be, among such students, a wish to study their language and cultural background. Arrangements should be made to provide students of minority language groups with courses in their language when instruction through that medium is not possible.
  
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  Finally, integration is a two-way process. It requires certain changes both from majority populations as well as from minority groups, based on the understanding that integration (as opposed to exclusion or assimilation) is in the best interest of both majority and minority populations. There is a need to develop policies and programmes in the field of intercultural education. Measures should not be limited to the geographical areas and/or the students of national minorities. In order to achieve intercultural dialogue in the educational system, there is a need to recognise, protect and promote the multiple elements of identity of all children.”