Lifelong Learning Programme

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Case Studies

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60 case studies have been identified. The case studies focus on intercultural issues, integration, non-discrimination values and human rights at school.

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Learning from Each Other



TEACHER INFORMATION

Name of the teacher
Jūratė Lastauskienė
Email:
Subject taught:
Lithuanian language
Years of experience:
18


SCHOOL INFORMATION

Name of the School:
Klaipeda Gedminai progymnasium
School Typology:
Lower Secondary School
Country:
Lithuania
City:
Klaipeda
Web site:


CASE STUDY

Background and Context:
Klaipeda Gedminai progymnasium is located in a port city. 888 students study in this school and 17 students who came from foreign countries. It is mainly children of mixed marriages (Lithuanian and foreign citizens).
Factual Description:
A girl from Italy came to the second grade this academic year. She could speak Lithuanian a little but vocabulary was inadequate and it was difficult to communicate with classmates. During the lessons, I noticed that the most difficult for the girl is to grasp the meaning of words, when she does not know how the things are called. This was especially seen during the World cognitive lessons (talking about Lithuanian history and nature - what is unique in our country). In addition, the girl could hardly understand Lithuanian folklore (tales, riddles, proverbs), their positive values, because it is a unique creation that reflects nation’s consciousness.
Activities carried out:
There is an additional individual lesson to learn Lithuanian language, and through these lessons, I focus on reading and discussing Lithuanian fairy tales, as well as cognitive texts about Lithuanian history and nature. I use the following methods: linguistic games, interviews, creating picture stories.
It is glad that her classmates, knowing that the girl needs help, both during breaks and during the lessons demonstrate how to pronounce certain sounds, explain the meaning of the words, shows how an unknown thing looks like.
During our class meetings, we all together discussed the acceptable norms of behavior in our school; we created the class rules, which would be acceptable to all – including the students who come from different cultural background.
Assessment and lesson learnt:
The girl feels fine and comfortable in the classroom and in the school too, it is much easier to communicate with classmates and teachers. It does not seem that cultural or linguistic differences would have a negative influence. The fact that the student is very active and good-natured had a significant impact to her successful integration. Her mother is very interested in the girl's well-being and achievements at school.
I am glad that other class children are changing - they are more tolerant, respectful and understand that we can be different, but this is not a fault.
Description of the Case Study in National Language:


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This project has been funded with support from the European Commission. This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.