A recent survey reveals that around one-fifth of minority students in Latvia struggle to understand teachers speaking in Latvian, although improvements are expected over time as language skills develop.
The transition to teaching in the Latvian language, mandated by reforms in the education system, has posed initial challenges for minority students, with 21% of students in ninth grade reporting difficulties in understanding their teachers. The reforms aimed to strengthen the use of Latvian in schools, particularly in subjects like physics, chemistry, and biology, where complex terminology can be particularly confusing. Students have expressed frustration, citing that the theoretical nature of these subjects makes it even harder to grasp the material being taught.
Teachers have acknowledged the challenges presented by this educational shift, noting overall improvements since the reforms began. Many educators now find themselves in the dual role of teaching the subject matter while simultaneously aiding students in mastering the language. This approach, while beneficial in the long run, has resulted in decreased academic performance for some students immediately following the transition. Teachers indicate that, although initial performance may decline, students' accomplishments tend to even out as their language competencies improve over time.
The Minister of Education and Science emphasized the importance of addressing these issues promptly, despite the progress made. While the concerns around performance and understanding remain, the ministry believes that targeted interventions and support can help mitigate these difficulties for students, ensuring that the intended benefits of the language reform can be fully realized for all students, regardless of their linguistic background.
