INTRODUCING PROFESSIONAL TERMINOLOGY IN MULTILINGUAL EDUCATION TEACHER PROGRAMMES: REASONING AND PRACTICE

The article deals with the action research examining the evidence of the peculiarities of teaching terminology in the context of mutilingual teacher education, offering methods of its introduction and acquisition applied both in bachelor and master study programmes of the Faculty of Education, Psychology and Art, the University of Latvia as well as in the inservice courses on multilingual education teachers’ professional development. The crucial role of terminology acquisition is justified by the epistemological, didactic, as well as sociopolitical factors. The article shares experience of using terminology acquisition methods to develop students’ higher level thinking skills as well as aligning teacher education programmes to the teacher competences and professional qualification standards. The results of research are practical, relevant, can inform theory and can be seen on three levels: personal, organizational and scholarly.