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Šiuolaikinio gyvenimo dinamika, skatinanti priverstinę ir savanorišką migraciją pasaulyje ir reikalaujanti tyrėjų dėmesio jos sukeltų problemų kompleksiškumo ir įvairovės analizei, neaplenkė ir švietimo institucijų. Švietimo erdvei tampant vis labiau daugiakalbei ir daugiakultūrei, didėja skaičius vaikų, kurių pirmoji arba namų kalba nėra mokyklos kalba. Šio tyrimo centre – įtraukiančiojo ugdymo komponentų paieška besikeičiančios lingvistinės erdvės kontekste, pateikiant kalbai jautrų mokymą kaip vieną iš galimų šios problemos sprendimo perspektyvų. Tyrimo tikslas – nustatyti būsimų mokytojų požiūrį ir įsitikinimus, patirtį ir gebėjimą rasti kalbai jautraus mokymo įgyvendinimo klasėje sprendimus, kuriant įtraukią aplinką bendrojo lavinimo mokykloje. Duomenys tyrimo analizei rinkti pasitelkiant du kokybinės metodologijos instrumentus – kalbai jautriam mokymui skirtą refleksijos įrankį (sukurtą LISTIAC projekte) ir tikslinės grupės (Focus-group) modelį. Šie instrumentai leido surinkti duomenis keturiais pjūviais – asmeniniu (mokinio ir studento/ studento-mokytojo), didaktiniu (mokytojo), institucijos (mokyklos) ir visuomeniniu. Šiame straipsnyje pristatomi tik pirmieji du problemos pjūviai. Tyrimo rezultatai leidžia daryti išvadas, kad kalbai jautrus mokymas gali būti pasitelkiamas kaip vertingas įtraukiojo ugdymo įgyvendinimo bendrojo lavinimo mokyklose komponentas, sprendžiant daugiakalbės kompetencijos trūkumo problemas. The study focuses on an inclusive learning environment for children whose L1 is different from the language of schooling suggesting linguistically sensitive teaching (LST) as the response to challenges of increasing multilingualism. It aims to identify prospective teachers’ attitudes, beliefs, experiences, and viewpoints on how to achieve inclusive teaching using LST. Two qualitative frameworks – Reflection and Focus-Groups – were used to gather data on four dimensions: personal, instructional, institutional, and societal, two of which are presented here. The findings showed that LST can serve as a valuable component of inclusive general education.

Legal English, being among the most complex and multifaceted areas of English for Specific Purposes (ESP), has duly received considerable attention on the part of linguists, discourse and learner needs′ analysts, sociolinguists and ESP researchers (Cheng and Cheng, 2014; Hafner, 2013; Hartig and Lu, 2014; Huhta et al, 2013; Shuy 2001). Most research has been carried out to investigate lexical, syntactic, grammatical and other communicative competences of law students in various cycles of higher education. An area that is still highly in need of examination is the development of communicative competences of Legal English among law practitioners who might have had a course of Legal English in their law studies and face with an urge of revision or might have not been introduced to Legal English whatsoever. In light of these observations, the present study examines the needs and problems regarding the use of general and legal English faced by 34 law practitioners, namely lawyers and judges working at two law companies and a district court in Kaunas, Lithuania. The study assumes qualitative methodology including a semi-structured interview and a questionnaire. The results have revealed that communicative competence of legal practitioners gained during their formal education does not meet the demands of their legal practice. While skills of general English appear not to cause many problems, skills of legal English are not developed to an adequate level. Therefore, as the study shows, it is absolutely inevitable to develop and offer in-service education of Legal English carefully attuned to the diverse levels of competences and needs of legal practitioners.

Remiantis jau atliktais integruoto dalyko ir kalbos mokymo (IDKM) įgyvendinimo Lietuvos bendrojo lavinimo mokyklose tyrimais, galima teigti, kad šio pasaulyje jau seniai taikomo ir gana populiaraus mokymo diegimas Lietuvoje taip pat nėra pradiniame etape, nors dar egzistuoja daug veiksnių, stabdančių jo įgyvendinimą Lietuvoje lyginant su kitomis Europos šalimis. Pristatant IDKM taikymo Lietuvoje patirtį, analizuojamas Šiaulių Didždvario gimnazijos IDKM taikymo modelis bei patirtis, kuri galėtų būti vertinga Lietuvos bendrojo lavinimo mokykloms, planuojančioms įdiegti IDKM. Atliekant tyrimą apie IDKM naudą, efektyvumą bei priežastis, stabdančias šio mokymo būdo įgyvendinimą, buvo taikoma kiekybinio ir kokybinio metodų sintezė bei interviu su IDKM mokytojais, mokyklos administracija ir mokiniais. Apibendrinusios IDKM taikymo Šiaulių Didždvario gimnazijoje patirtį, tyrimo autorės pateikia IDKM modelio diegimo Lietuvos bendrojo lavinimo mokyklose SSGG analizę ir rekomendacijas toliau diegiant IDKM. In view of the existing research into the implementation of CLIL in Lithuania, it can be claimed that this wellestablished and globally applied teaching and learning methodology has already had some due appreciation in Lithuanian secondary schools. Nevertheless, there still exist numerous obstacles to the broader and more intensive application of CLIL which is strongly lagging behind in comparison to many other countries in Europe and world-wide. The present study aims at exploring the rich experience in CLIL implementation accumulated by Šiauliai Didždvario gymnasium and examining their multifaceted CLIL module which could be an important source of knowledge and practical know-how for other Lithuanian secondary education institutions planning to start implementing CLIL. The research follows a synthesis of qualitative and quantitative methodology including interviews with CLIL teachers, students and school administration. The study results in a SWOT analysis of implementing CLIL in Lithuania on the basis of CLIL practices at Šiauliai Didždvario gymnasium and sets forth some guidelines for its further advancement.

In light of the changing picture of gender representation in politics and most importantly in political leadership, Lithuania should be granted a special position among examples of women political leaders’ success stories. On the one hand, the general proportion of female MPs in the Lithuanian Parliament Seimas [1] , is not at all impressive with 26 female (18%) vs. 115 male (82%) MPs in 2008–2012 term and 34 female (24%) vs. 107 male (76%) MPs elected in 2012. On the other hand, however, the highest political offices in Lithuania were held by women in 2008–2012 term: namely the President of Lithuania Dalia Grybauskaitė, the Speaker of Seimas Irena Degutienė, the Minister of Finance Ingrida Simonytė and the Minister of National Defence Rasa Juknevicienė. The situation itself can be seen as a breaking point with regard to widely-quoted stereotypic assumptions, for instance, professions related to politics, economics and military issues are typical male professions (R. Lakoff, 2000, 2003; Walsh, 2001) or some underlying statistical evidence like the one provided by Wodak (2003) that women rarely occupy the top authoritative positions. Moreover, with around two years in office in her second term President Grybauskaitė has been largely enjoying people’s support in popularity polls. This not only demonstrates a dramatic shift from traditional gender divisions of women being ‘silenced’ (Cameron, 1998, R. Lakoff, 1975), but also a rather significant move from the female discourse of resistance and survival presented by Martin-Rojo (1997) to the discourse of success. G. Lakoff (2004) claims that for political discourse to be successful it needs to be built on values. With these observations in mind, the present paper aims to investigate how such values as responsibility, fairness, active agency, etc. are delivered through choices of pronouns (Cf. Wilson, 1990) and equivalent morphological forms by the main political leaders in Lithuania: the President Dalia Grybauskaitė and the former Prime Minister Andrius Kubilius. The data for analysis come from transcripts of political interviews available in the media. The study is based mainly on qualitative discourse analysis with some quantification for comparison. [1] The statistics is supplied by The Central Electoral Commission of the Republic of Lithuania. Retrieved from: http://www.vrk.lt/lt/2012_seimo_rinkimai/statistika.html . DOI: http://dx.doi.org/10.7220/2335-2027.8.3