Internationale Kulturwissenschaften International Cultural Studies Etudes culturelles internationales
Sektion II:		Transformation alter wissenschaftlicher Institutionen
Section II:		Transformation of Old Scientific Institutions
Section II:		Transformation dans les anciennes institutions scientifiques

Zaiga Ikere (Daugavpils / Latvia)

International Cultural Studies in Latvia before and after 1991

The year of 1991 is crucial in the fate of Latvia. It is the year of regaining our country's independence from the Communist regime. Since then fundamental changes have taken place in the country's economical, political and educational structure.

The present paper covers the issue of international cultural studies at a tertiary level and their significance in the contemporary educational system.

The comprehension of a foreign language and another nation's culture deepens one's insight and changes one's attitude in reference to human life's individual and societal aspects. Through the revelation of any otherness one's apprehension of culture and the ideas in reference to the forms of human existence become richer. A deeper understanding grasps a sense at a definite time, in association with another man, his world. The process of mutual understanding becomes deeper if both partners understand and respect each other. "Understanding in its essence is a dialogue" as Latvian philosophers Maija and Rihards Kuli hold in accordance with other contemporary philosophers.

In order to implement a dialogue communicators should understand the language of communication, as well as the context of the discourse. Considering the knowledge of the context of discourse as one of the necessary components for the acquisition of a foreign language, cultural studies as a part of a foreign language studies syllabus obtain more significance.

The only higher educational establishment where international cultural studies could take place before 1991 in Latvia was the Foreign Languages Faculty at the State University of Latvia. The Foreign Languages Faculty as a separate faculty was established in 1965. Since then most radical changes have taken place both as to the syllabus on the whole and the approach to foreign language teaching.

As to foreign languages, English, German and French were offered for foreign language teachers' professional studies in Soviet regime Latvia. Scandinavian languages did not appear in the university programs, since the very idea of their studying was unthinkable for political reasons. In the period prior to 1991 English and German language teachers were trained at Daugavpils Pedagogical University as well. After 1991 our Department has devised study programs also for French and Swedish language teachers. Each professional language teachers' program, e.g., comprises 1268 contact hours, out of which 150 contact hours are allotted to respective cultural studies. At present our Department is devising a new syllabus where more hours will be allotted to international literature and cultural studies.

Preparation of a new syllabus is the reason for my participation at the conference and my concern for the discussion here, notwithstanding the fact, that the Latvian National Commission for UNESCO could not afford to assist me financially. However, it is not the Commission who will design the syllabus. It is me as the Head of the Department who is most interested to enhance the quality of pre-service teachers' studies and whose duty it is to make the syllabus up-to-date. I am very thankful to Dr Herbert Arlt, Research Institute for Austrian and International Literature and Cultural Studies, for the opportunity to participate at the conference in order to re-estimate the role and significance of cultural studies in foreign languages study programs.

Judging from the study program and the subjects included and mentioned in the diploma of university graduates one can get a full insight in the state's governing policies and ideology and draw the corresponding conclusions. The subjects taught at the Foreign Languages Faculty in the period prior to 1991 might be grouped under four heads: 1) subjects of social sciences, 2) special subjects referring to language and literature studies, 3) pedagogical and psychological subjects compulsory for language teachers' professional education, 4) subjects covering the field State University named after P. Stucka from 1965 to 1971 passed exams and tests in the following subjects:

History of the CPSU
Marxist-Leninist Philosophy
Political Economy
Fundamentals of Scientific Communism
History of Philosophy
Psychology
Pedagogics and Its History
Methods of Teaching English
Introduction to Linguistics
General Linguistics
Introduction to Literary Studies
Latin
Foreign Literature, including Antique Literature
British Geography, History and Culture
English
History of the English Language
Theoretical Grammar of the English Language
Lexicology
Stylistics of the English Language
Theoretical Phonetics of the English Language
Second Foreign Language (German)
Audio Equipment and Study Films
Optional Subjects
- Modern Latvian
- History of Soviet Literature
- Fundamentals of Scientific Atheism
- Lexicography
Optional Courses
- Translation
- Three special courses
Physical Education
Course Paper I
Course Paper II
Practice on a pioneer camp
Pedagogical Practice I
Pedagogical Practice II

Diploma Paper "Philosophical and Psychological Terminology in Locke's Work"

State Exams:
Fundamentals of Scientific Communism

Concerning special language subjects, we find in the program the following: British geography, history and culture, the English language, the history of the English language, theoretical grammar of the English language, lexicology, stylistics of the English language, theoretical phonetics of the English language.

In the course of British geography, history and culture many topics were devoted to geography of Great Britain, Britain's history and British customs and traditions. In relevance to cultural aspects, the emphasis was laid upon British art, mainly British painting and architecture. In Daugavpils Pedagogical University the course on British art and culture, not contemporary society issues, was being taught.

English language studies imply the USA cultural studies as well, but it should be admitted, though, that before 1991 the USA as a political and economic power, as an English speaking country was a complete terra incognita for the English language students. Neither any cultural material nor any other studies concerning the US cultural, economical and political aspects were then available even in spoken language practical classes. Students could try to learn some facts independently and it was done on their own account. The attitude to Great Britain's cultural inheritance was quite different and one can find British cultural studies in the study program of those times.

During Soviet regime the governing approach to the USA cultural and scientific achievements was that of keeping silent about them. One such example that struck me greatly is the fact the in "The Encyclopedia of Soviet Latvia" (in ten volumes) one cannot find in any volume the name of the most famous American University, i.e. Yale University. Neither there is to be found any information on Ivy League universities. The above mentioned encyclopedia on Latvia was published not in the cold war period, but comparatively recently, i.e. in the '80s.

Phonetics comprises the practical and theoretical study of the English sounds and phonology. The teaching of phonetics was carried along the lines of contrasting the English phonemes and intonation with the Latvian sounds and sentence intonation. Such an approach has helped considerably in the acquisition of the English language sound system and later on in the English language teacher's carrier. The more so, since the students did not have much opportunity to hear spoken English language outside their language laboratories. The existing Iron Curtain dropped only in 1991, the year of the restoration of the independent state of Latvia. Before that there were not many possibilities to meet foreigners. It was a general knowledge among students that the University officials did not approve such a practice. Radio broadcasts were so much tampered with that it was difficult to hear anything. We could not dream of any British of American television channels whatsoever.

When I look now at the list of subjects included in the appendix to the diploma, I wonder why the list does not reflect the real essence of our studies concerning British and American literature. I try to find the reason for that and I fail to find one. The speciality conferred on us was "teacher of the English language and literature." We had a lot of courses dealing with literary issues and tendencies. The study program included courses on British literature beginning with the earliest texts of the Old English period. Such an author as Venerable Bede and the heroic poem "Beowulf" were included in the program. I presume that English language students of Soviet times had rather thorough and systematic literature studies courses. Literature was the field where American writers' contribution could not be neglected and excluded from studying. One cannot find, though, any traces in the appendix to the present diploma of American or British literature having been studied.

If I have to summarize what changes have taken place in foreign language teaching after 1991, then the answer is:

• introduction of new foreign languages, not studied in Latvia prior to 1991 (Scandinavian languages, Chinese, Japanese, Spanish, Italian and many others),
• introduction of new approaches and new methodologies in the teaching of the English language itself;
• introduction of new study programs and revising the old ones by introducing new subjects;
• as to cultural subjects, besides traditional issues the emphasis is laid upon contemporary society issues.

More emphasis is laid upon studying contemporary matters in English speaking societies. As an illustration I would like to name some of the topics discussed during the USA culture classes: Civil Rights Movement, Equal Rights Amendment, African American history and experience, Suffrage movement in America, women's movement after the end of World War II, American family in the 20th century. These themes were discussed by pre-service English language teachers at Daugavpils Pedagogical University in the previous academic year.

Due to the worldwide globalization processes there is a big international change within the Humanities not only in the Baltic states, but all over the world. There are new ideas and methodologies in practicing studies in literature, language, history, music and communication systems. To understand and implement new successful approaches the exchange of information is of vital importance. Understanding is a dialogue and language is the means of its realization. After 1991 the Baltic countries can pool all the information needed for the successful development of higher education.

		Internationale Kulturwissenschaften International Cultural Studies Etudes culturelles internationales
Sektion II:		Transformation alter wissenschaftlicher Institutionen
Section II:		Transformation of Old Scientific Institutions
Section II:		Transformation dans les anciennes institutions scientifiques