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Language Education Policies in Lithuania: Trends, Challenges, and Future Directions

This document outlines the language education policies in Lithuania, highlighting practices and requirements for foreign language instruction. Beginning with early language learning in primary schools, students are required to learn two foreign languages in lower secondary school and one in upper secondary. Throughout university admission processes, international language exams are accepted. However, challenges such as limited language offerings and administrative restrictions hinder progress. Recommendations for improvement emphasize the need for broader language options and more flexible teacher training practices.

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Language Education Policies in Lithuania: Trends, Challenges, and Future Directions

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  1. Language Teaching Policy: Lithuania Vilma Bačkiūtė May 31, 2013

  2. Population Census 2001 / 2011www.stat.gov.lt

  3. Students studying foreign languages compared to the total number of students, 2011–2012by the Educational and Cultural Statistics Division, Lithuania

  4. Eurobarometer 2012

  5. www.language-rich.eu

  6. Language Education Policy IN PLACE • Early language learning: English, German or French as the first foreign language • Lower secondary school: two foreign languages compulsory • Upper secondary school: one foreign language is compulsory • University entry:International language exams accepted (B1 and higher)

  7. Language Education Policy IN PROGRESS • Criteria-referenced evaluation: CEFR levels for foreign languages • B1 [B2] level or higher is compulsory: one EU language for state-funded university entry • Language requirements for all teachers: one foreign (EU) language at B1 level or higher • Lithuanian Language Exam for national minority students

  8. Language Education Policy GAPS • Upper secondary school: one foreign language is enough • Limited language offer: English, German, French, and Russian • Language Demand by labour market: English, Russian, Nordic • Pre-service teacher training: one-language teachers, only the traditional four languages • Administrative restrains: lack of flexibility in teacher recruitment, fixed learners’ groups, choice of languages, timetable, etc.

  9. Ačiū už dėmesį. Vilma.Backiute@smm.lt

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