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MULTICULTURAL LEARNING ENVIRONMENT IN TALLINN HEALTH CARE COLLEGE Ene Kotkas MA, Õilme Siimer MA, Aet Taremaa

MULTICULTURAL LEARNING ENVIRONMENT IN TALLINN HEALTH CARE COLLEGE Ene Kotkas MA, Õilme Siimer MA, Aet Taremaa. INTRODUCTION. In today`s Estonia, multicultural society has become an actual topic not only in the social but in the educational level as well.

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MULTICULTURAL LEARNING ENVIRONMENT IN TALLINN HEALTH CARE COLLEGE Ene Kotkas MA, Õilme Siimer MA, Aet Taremaa

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  1. MULTICULTURAL LEARNING ENVIRONMENT IN TALLINN HEALTH CARE COLLEGE Ene Kotkas MA, Õilme Siimer MA, Aet Taremaa

  2. INTRODUCTION • In today`s Estonia, multicultural society has become an actual topic not only in the social but in the educational level as well. • Students have to know the state language well to manage with their study in higher educational institutions.

  3. OBJECTIVE • To give a survey of how non-Estonians integrate into the Estonian learning environment in Tallinn Health Care College and what contributes to the process.

  4. SOURCES • Results of the interviews (lecturers and non-Estonian students were interviewed). • Measures taken by the college to integrate non-Estonian students into the Estonian learning environment (support systems, complementary learning of Estonian). • Database, documents, and investigations performed in the college.

  5. PARTICIPANTS IN THE INTERVIEWS 25 non-Estonian students of Tallinn Health Care College • First-year students 11 (including 2 from a mixed group) • Second-year student 1 • Third-year students 11 (including 4 from a mixed group) • Graduates 2

  6. PARTICIPANTS IN THE INTERVIEWS 14 lecturers • Lecturers deliveringlectures on the speciality 9 • Lecturers of the intensiveclasses of Estonian 3 • Lecturers of the Estonianlanguage 2

  7. METHODS • Analysis of the structured interview and observation data. • Unstructured interview. The interviews have been structured by the topics related to each other. • Fields of the topics: mother tongue, ethnic background, attitude to cultural differences, learning motivation, self-esteem and coping, relationships with Estonian fellow students, proposals for better integration. • Lecturers have been interviewed to know their opinions of the integration process.

  8. ASSESSMENTS GIVEN BY NON-ESTONIAN STUDENTS • Sociocultural integration • All the students place a high value on their • family culture and the Russian language. • All the students` friends and connections • are Russian-speaking people and the • Estonian language is spoken only in the • college, at work, or when having practical • training.

  9. ASSESSMENTS GIVEN BY NON-ESTONIAN STUDENTS • Sociocultural integration • Two students find that learning Estonian • can lead to disappearance of the Russian • language and culture in Estonia. • All the students find English and half of • them find French and Spanish to be very • useful languages besides Russian.

  10. ASSESSMENTS GIVEN BY NON-ESTONIAN STUDENTS • Five students find that the Estonian language and culture are very important for them. • Six students find it to be important to have relationships with Estonian students in the college.

  11. INTEGRATION INTO THE ESTONIAN LEARNING ENVIRONMENT • The students have been encouraged by the lecturers. • Difficulties in understanding of the lectures depressed them. • Teaching methods of the state language lecturers are very good. • Estonians keep close to each other and non-Estonians feel guilty for the past events.

  12. INTEGRATION INTO THE ESTONIANLEARNING ENVIRONMENT • This led to the low self-esteem and difficulties in coping. • To feel better and attain success in Estonia, three students have taken Estonian family names. • The goal and will help them to cope with difficulties.

  13. INTEGRATION INTO THE ESTONIANLEARNING ENVIRONMENT • The students feel the support of the whole college. • The students are interested in finding a job in Estonia.

  14. LECTURERS` OPINIONS • Different level of Estonian slows the integration and learning process. • Integration is going better in the mixed groups. • Pair and group work are the methods to improve communication skills in Estonian. • Integration depends on the personal characteristics.

  15. LECTURERS` OPINIONS • Integration of the non-Estonian students into the college is different and takes place step by step.

  16. THE INTEGRATION IS BEING SUPPORTED BY THE COLLEGE: • Intensive classes of the state language. • Learning aid by the student counsellors (as tutors). • Psychological counselling (lecturers of psychology).

  17. INTENSIVE CLASSES OF THE STATELANGUAGE • Tallinn Health Care College started teaching the state language within the frames of the intensive classes in 2002. • First-year nursing students who have finished a Russian gymnasium in Estonia can have a deepened course of Estonian for a half of academic year in Tallinn.

  18. INTENSIVE CLASSES OF THE STATE LANGUAGE • Since the year 2006, the first-year nursing students have had the deepened Estonian course in Kohtla-Järve where they are learning complimentary Estonian during an academic year.

  19. INTENSIVE CLASSES OF THE STATE LANGUAGE • Today, in the Chair of Nursing there are four groups ( 150 students) of the intensive classes: three in Tallinn and one in Kohtla-Järve.

  20. INTENSIVE CLASSES OF THE STATELANGUAGE • Next year, the intensive classes of the state language not only for the first-year nursing students but for the first-year students of other specialities as well will be opened in the college.

  21. PSYCHOLOGICAL COUNSELLING • Two lecturers of psychology in Tallinn and one lecturer of psychology in Kohtla-Järve give counselling to the non-Estonian students. • They help solving psychological problems related to the integration (relationships, identity crisis, coping with adjustment and learning difficulties).

  22. PSYCHOLOGICAL COUNSELLING • They direct the students to health care professionals (psychiatrists, psychotherapists) if necessary.

  23. LEARNING AID BY THE STUDENT COUNSELLORS • In 2006, the tutor training for students who would deal with students from abroad was started in Tallinn Health Care College. • In 2010, the tutor training for students who would deal with the first-year students of Tallinn Health Care College was started. • 26 students passed the training.

  24. LEARNING AID BY THE STUDENT COUNSELLORS • General e-mail address was created enabling students to contact with the tutors in different chairs and write in different languages (Estonian,Russian, and English) : tuutorappi@gmail.com

  25. THE AIM OF THE TUTORING • To support the progress of the different target groups in the college: to enhance the students` integration into the learning environment, to improve their cultural integration and the Estonian language skills, and to develop corresponding support service.

  26. THE AIM OF THE TUTORING • To give a chance to be counselled and informed by the fellow students and get an advice to solve the problems related to the progress in the college.

  27. THE TUTORS` FIELDS • The tutors deal with the first-year students mostly to help them to adjust to the college life, develop learning skills, and apply for a student loan and scholarship. • They advise the students having problems, and inform them about students` responsibilities and rights. • Since 2010, the main attention has been paid to the non-Estonian students.

  28. A STUDENT HAVING PASSED THE TUTOR TRAINING ... • has a survey of the most significant documents related to the study (curricula, timetable...); • is aware of the students` rights and responsibilities; • knows the structure and support systems of Tallinn Health Care College, and where to seek help when it is needed;

  29. A STUDENT HAVING PASSED THE TUTOR TRAINING... • understands the role of a tutor and can support the first-year students in their adjustment.

  30. RESULTS • Tutoring is very popular with the first-year students in Tallinn Health Care College; • The students value the kind of tutoring: they say it to be very comfortable to be counselled by the fellow students.

  31. TUTORING IN OTHER HIGHER EDUCATIONAL INSTITUTIONS • Necessity of the tutoring system has already been proved in the other educational institutions. Support students are needed to help students in their study. • Thanks to the support students, the number of the students interrupting their study in the higher educational institution has been reduced.

  32. FUTURE PLANS • To improve the tutoring systemby the functions of the support students (giving learning aid).

  33. RESULTS • The administration and lecturers of Tallinn Health Care College have found the ways for non-Estonian students to integrate into the college life and Estonian society. • In the lecturers` opinion, the integration and coping with learning in Estonian depends on the non-Estonians` motivation and attitude.

  34. RESULTS • Non-Estonian students belong to the certain (Russian ) group, and they do not communicate with Estonians much. • Intensive classes of Estonian help them to start learning special subjects in Estonian. • Student tutors support the non-Estonian students in their study and give advice when it is needed.

  35. CONCLUSION • Integration into the Estonian learning environment is proceeding through the learning process (lectures, independent work, course papers) mostly. • Non-Estonian students do not think it to be important to communicate with Estonian students. • The integration is supported by the intensive classes of Estonian, psychological counselling, and learning aid. • Estonian as the state language is considered as an important language by non-Estonian students to learn and work in Estonia.

  36. RECOMMENDATIONS • To offer an optional subject on the cultural differences to the students. • To enhance the support system for the non-Estonian students.

  37. THANK YOU FOR YOUR ATTENTION!

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