Н. Коряковцева

Context and goals

The Russian version of the ELP for lower secondary school is designed for learners of any non-native language: foreign languages (such as English, German, French, etc.); Russian as a non-native but state language (for instance, for Armenian children or children of any other nationality); non-native ethnic languages (for instance, the Tatar language in Russian schools in Tatarstan).

This version of the ELP is designed to be used with regard to three non-native languages. In secondary schools learners make use of the Portfolio to register their progress in a foreign language and in Russian as non-native a tongue (for example, in Sakha, Altai and regions); in specialised language schools, gymnasiums and lyceums – in two target foreign languages and in Russian as a non-native language, as well as non-native ethnic languages (in regional schools).

There are certain specific features of foreign language teaching and learning in lower secondary school. Of primary importance is maintaining and raising learners’ motivation. This is the age when the learners are apt to acquire general study skills and language learning skills and to develop their individual learning style, both in their mother tongue and in a non-native language. They can approach language learning more consciously. At this age the learners tend to raise their self-awareness and so this is the most appropriate stage for developing their reflective capacities, general educational and language learning competence. The age group of 11 – 14 varies in terms of their cognitive, intellectual and emotional development, as well as in their learning styles, which is meaningful for language learning and teaching. At this stage a second foreign language is introduced in the curriculum in specialised language schools. Teaching and learning a second foreign language is based on language learning skills already acquired in learning the first foreign language.

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