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Factors Facilitating and Hindering Deep-Level Collaboration Between Subject and Language Teachers in the Estonian CLIL Context
No full textContent and language integrated learning (CLIL) has been employed in Estonia and worldwide for decades. This methodology involves teaching academic subjects in a foreign or second language and enables learners to develop their subject knowledge, language skills and cognitive abilities. Oftentimes, both subject teachers and language teachers are involved in CLIL instruction, and its efficiency depends on collaboration between the educators. The study aims at pinpointing the factors that facilitate or hinder deep-level cross-curricular teacher collaboration in the Estonian CLIL context as well as the outcomes of such collaboration. The interviews with in-service teachers (12) who had taken part in a CLIL tandem teaching project allowed for the identification of 26 facilitators distributed across 7 levels (structural, personal, organisational, CLIL-, group-, process- and guidance-related) and 13 barriers distributed across 4 levels (structural, personal, organisational and group-related). The teachers perceived the collaboration as beneficial to them and their pupils, and the factors facilitating it were mentioned more frequently than hindering ones at all levels except the organisational one. Therefore, the findings of this study suggest that the organisational level barriers should be primarily addressed while designing deep-level collaborative experiences for teachers
Eesti keele omandamist toetavad tunnitegevused I kooliastme mitmekeelses klassis
No full textÜleminekul eestikeelsele õppele alates 2024. aasta sügisest on oluline mõista, kuidas käib eesti keele ja eesti keeles õpetamine I kooliastmes, mida üleminek puudutab enim. Õpetajate enesevaatlusel kogutud andmetest selgub, et eesti keele kui teise keele tundides kasutavad õpetajad mitmesuguseid meetodeid, kuid aktiivõppe võtteid ja kommunikatiivse keeleõpetuse põhimõtteid alati ei rakendata ning valdav on õpetaja juhitud frontaaltöö. Ainetundide tegevused on ainespetsiifilised. Mõnel juhul pööratakse eraldi tähelepanu ainesõnavarale, kuid ainekeelega tervikuna ei tegeleta. Uuringu tulemused on olulised õpetajatele suunatud koolituste ja õpetajakoolituse kavandamiseks
Kuidas õppida eesti keeles rääkima? Rääkimisoskust arendavad ülesanded eesti keele kui teise keele B1-taseme täiskasvanute õpikutes
No full textTeise keele õppijaile on rääkimine väga oluline ja samas üsna raskelt omandatav oskus. Artiklis arutatakse, kuidas rääkimisoskus loomulikul viisil areneb ja kuidas saab rääkimisoskuse arengut keeletunnis parimal viisil toetada. Seejärel vaadeldakse rääkimisoskust arendavate ülesannete tüüpe kolmes populaarses eesti keele B1-taseme õppekomplektis. Tulemused näitavad, et kõigis õppekomplektides leidub nii keelelist sisendit andvaid kuulamistekste kui ka rääkimisoskuse arenemist toetavaid harjutusi ja suhtluslüngaga ülesandeid. Kokkuvõttes on rääkimisülesannete hulgas enim rollimängulaadset dialoogide moodustamist, vestlust, arutlemist ja jutustamist. Eri komplektides on ülesanded aga küllaltki erinevad ja neid on eri hulgal
Стихотворение с загадочным посвящением, или Даниил Хармс смотрит Чарли Чаплина [A Poem with a Mysterious Dedication, or Daniil Kharms Watching Chaplin]
No full textThis essay offers a reading of a mysterious poem by Daniil Kharms “O tom kak Ivan Ivanovich poprosil i chto iz etogo vyshlo” (“How Ivan Ivanovich Asked and What Came of It”). The poem is analyzed in the context of time, from the noise of which emerge the events and details required to decipher “How Ivan Ivanovich Asked and What Came of It,” starting with the poem’s dedication. More broadly, reading in context allows us to explain some features of Kharms’ poetry in general starting from his “Vzir’ Záumi” (1925—1926) and ending with “Exercises in Classic Meters” (1933—1934)
«Мачеха российских городов»: Берлин 1920-х годов глазами русских писателей [“The Stepmother of Russian Cities” Revisited: Berlin of the 1920s through the Eyes of Russian Writers]
No full textThe article examines images of Weimar Berlin in Russian literature of the 1920s. In contrast to the glamorization of Berlin as the center of modernity in art, technology, mass entertainment and sexual practices in the writings of German and West European authors of the period, most Russian writers echoed Spengler’s critique of Western civilization and portrayed the city in a negative light underlining its boredom, ugliness, and the lack of vitality. For them, Berlin was like a huge transfer station that they were eager to leave as soon as possible. A smaller group of Russian émigrés that stayed in Berlin for a long time tried to ignore the hostile outside world and absorb themselves in their Russian memories and cultural milieu. The only exception to these trends was the Berlin of Vladimir Nabokov, who managed to turn the foreign city into the main source and object of his Russian-language short stories and novels
Справка (К вопросу об источниковедении и некоторых других вопросах) [A Background Check (On the Question of Archival Sources and Some Other Questions]
No full textThis is a rejoinder to the speech from December 9, 2021, which served the purpose of providing Russia’s Supreme Court with a pretext for the closure of Memorial—a human rights organization founded in 1992 in Moscow, whose mission was to record crimes against humanity in the USSR and Russia and foster the rehabilitation of political prisoners
О времени выхода в свет отдельного издания «Охранной грамоты» Бориса Пастернака [Concerning the Publication Date of Boris Pasternak’s _Safe Conduct_ First Edition]
No full textThis paper aims to show that Boris Pasternak’s Safe Conduct was published two months before what was previously thought to be the book’s official publication date—not in November 1931, but in the early September. The article also provides some previously unknown information about Valentin Stenich (Valentin Smetanich)
Üleminek eestikeelsele õppele. Vene dominantkeelega Tartu lastevanemate hoiakute uurimisest
No full textKoostöös Tartu linnavalitsusega oleme toetanud alates 2022. aasta sügisest Tartus viit eesti-vene kakskeelset haridusasutust eestikeelsele õppele ülemineku ettevalmistuses. Artiklis tutvustame oma uuringut, mille eesmärk on selgitada välja Tartu kakskeelsete haridusasutuste vene dominantkeelega lastevanemate ootused ja võimalikud kartused seoses eestikeelse õppega. Ühtlasi kaasasime vanemaid üleminekuprotsessis tõstatunud probleemidele sobilike lahenduste otsimisel. Artiklis esitame haridusasutuste tõlgenduse lastevanemate võimalikest hoiakutest. Tulemused esitame kahes alapeatükis: 1) lastevanemate teadlikkus eestikeelsele haridusele üleminekust; 2) lastevanemate võimalikud hirmud ja probleemid seoses õppekeele muutusega. Esile tõusevad õpilaste akadeemiline edasijõudmine, teises keeles õppimise keerukus, õpilaste enesemääratluse ning päritolukeele ja -kultuuri küsimused ning haridusasutuste ja vanemate vaheline asjaajamiskeel
Контуры одной традиции: «Ариец», «семит» и природа (Вокруг полемики Александра Блока и Акима Волынского об иудаизме Гейне) [Outlines of a Forgotten Prejudice: “Aryans,” “Semites,” and Nature (The Polemics of Alexander Blok and Akim Volynsky Concerning Heine’s Judaism)]
No full textAt the end of 1919, literary critic Akim Volynsky and poet Alexander Blok exchanged polemical remarks about Heinrich Heine’s attitude towards Judaism. In the course of this debate, one strange thesis arose, expressed by Volynsky and fully supported by Blok: the Jews, compared to the Aryans (they were talking about both religious and racial differences), turn out to be in their worldview indifferent to nature. An attempt to find the genesis of, and to comment on, this idea, strange for today, expressed by a prominent Russian literary critic and outstanding poet, leads the researcher to Hegel’s philosophy of history, its articulations by some of his readers and listeners (including Heine himself), the history of French thought of the 19th century, in particular to the philosophy of religion of Edgar Quinet and the history of Semitic languages written by Ernest Renan, as well as numerous echoеs of the deliberations of Renan (who canonized for European culture the idea of the indifference of Jews to nature) in the history of Russian modernism (Dmitry Merezhkovsky, Vyacheslav Ivanov, Vasily Rozanov). The outlines of this now almost forgotten intellectual tradition, without which it is impossible to understand some texts in Russian modernism, are the subject of this article
Об одном гетевском подтексте у Егунова и Кузмина (Примечание к статье В. В. Зельченко) [On a Goethean Subtext in Nikolev and Kuzmin: A Note to Vsevolod Zeltchenko’s Article]
No full textThis paper aims to complement Vsevolod Zeltchenko’s addenda to a recently published annotated edition of Beyond Tula by Andrei Nikolev (Andrei Egunov)