Estonian Language Competencies for Peace Corps - Live Lingua

176 Pages·1999·6.39 MB·English

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avrsca Ele, Tiiea Ke

Tm, Estonian Language Coapetonsies for Pence Cor
Volunseecn im the Republic of Estonia.

tgrtsur=on eae Carpe, Nazhingten, Dc,

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Pue TERE Guides - Classroom Dee ~ Iuetcuotions] Materials (Fer
earae-) (031)

ORS PRICE ——MPO/PCO7 tive Poszenes

DESCMIPTORS —emdtratiect Clasercom Communication; Con:mity

Eeevicee! Competency hesed Educet on; Conversat:ona
Ugnauege Counseet Pally Living Skilla; Obelogs
language); tectonian; Pood} Forerga Ctuntrie,
Grammar] Beaith, Moteepersonal Connuniat font
Language Pottetne! Monatary Systene; scrpbolecy
(angnages! Pnonplagy, Proverbs; Sosend Tangnage
Inseroctions *eecond naguage Laa:aiag Social
Johaviery Syataty Falacoununicationey Teansportat 0
Encoumenly Taught Canguagest Yoesbu ary Davelaperaty
Yarimtary ageneioa; Welucteer Leaining

ADESTLEERS —"Eetundat Peace Cores

his guide is desigued for Zetonise language training
ve Pesce Corps workeee: im Estonia, I intenced for use in 2
Conpotencyrhessd Language tevining progeaay and reflects éai1y
Conmusioat ian seeds ia that context’ Ir caneiets of 52 lossum, each
Sedressing a sgcectic Language conpotency, organized in 15 topicat
nites An inlrodnctory seetion gions bachgrovad itformation on the
Estonian language, ity qlunalogy, morpaclogy. and syeoas. The
Husteoct ional usits Follow. 2uth ip profaeed ey 3 page desce:bing an
nupett sf Eetonian culture, The Jezcons ineluce 9 s¥atenent of the
ifgetea comatency, a artef dialegus, Vocabulary List. exzlanatery
Stamir and vooabilary aotee, and prosuscistict moles. Sone Tesous
Tictbae a proverbs Grit eopize inclode pecsouel ident iticatien,
Cisesreom orientation, sumecaation wit hort ecuntarpat er Eami ys
Founusivetion services, foods monay, treaportztion, giviag. snd
Eetrieg dives! ions, shipping, tmvitatione ane egciel si-ustions,
Efmmucity aerviecs, disecesing oorky ona health one illness. Jpperded
materials include + list nol the corpetencies, cielogus seanclutivne,
Teeiilonol geareat ical consteuat ions, addicionel topical vasabulary,
Gne an Estoniancinalieh glossary. (238)

Teprawctions ssnpliee by HORS cea the beet that can so nade +

Crem. the original document, ‘
Fl 024 317

ED A02 761

Estonian

Language Competencies
for

Peace Corps Volunteers
in the
Republic of Estonia

by

Tiina Ke Ets ~

1992 Best COPY AVAILABLE
5%

ve

PEACE CORPS

Acknowledgments

‘This hook is one of four Peace Corps language trxls prepared onder
the supervision of Nancy Clair ix esvly 1992. It is hopec thet this
Graft will be keipful in she initia! Language waiting for Voluutsers 1
Estonia, Most language text books mike years to complete: dhis text
was planned, written, and primed iz less tran four montks. Working
ata great distance fier the covntry where this language is 10 be
Tearned ané #peken by the Volanietrs. te authors have gone 0
great lengths 16 provide suthemic languzge and at much uszfc
expianatory material as possible, The book wili certazly bene
from revisions, additions, and improvements in sebsequent edition:
bat we axe proud 2 huve this volume ready for use by the firs:
group of PCVs to enter Extonis, It is the result of work not only b:
the authors), but also ty Nancy Claic and steff ar Peace Comps
Weshington headquarters, espre:tDy ‘Tonk Borge, Training Officer for
PACEM. The wexthoak project was iniuated by PACEM Regional
Dizector, Jerry Leach, I have een responsitle for editing te English
prose aad providing vechnical stpzort

Bougias F. Gilzow
Language Training Szecialist
Office of Traimag anc Program Supper!

May 199%

i
Preface

‘This book is intended to be zed in a competeney-b:
taining program, A competency-based approach to Iadgnage
fone which foewses on che specific tasks that lsamers will need 40
secomplish through language. ‘This approach focuses not nly en langunge.
but alee on the eulteral coniext and purpose of the commusicacion. Some
sompetencies are closely ted to work tacks, uch as reporting an abseece,
explaining @ procedure. of making an appointment with a supervisor.
Others reflect basic curvival needs like buying food, handling emergencies,
and using local transportation, Suill other competencies are part of
Dediuary sociat trausactions, such as discussing home and family.
requesting clarification, or expressing likes and dislikes. Tie compe:zusiss
included in this book wre chose which we anticipate Peace Corgs Volemraers
will need mest daring their initial months in che country.

language

The competency-based approach is particularly well-suited to adalt
earners, who bring muny advantages 20 the language classroom, First.
hey are experienced Jearncrs whose cognitive skills are fully developed
‘This macans they can make generalizations, understand semancic and
syntactic relationships and integrate the new language into their already
developed first language, Second, adult learrars are sclf-direcreé and
independent. They have strong tectings whout how and what they need to
Iowa, and they cake respossibility for Wat tearning, Finally, adult
Tearners—espesielly Peace Corps Volunceers—ate highly motvaced.
anderstand the importance of being able to communicate im the new
Tanguage in this mew endeavor they save undertaken,

‘The competency-based approach takes advantage af
adults have as Tangoage Jearers, First, it is designed to be relevant.
Because Iessaus are based directly on the nesds of the learner, she
should be no doubt ax to their ciefuluess. Those whict are not rolevant
Should be omitted, and any caseatial competencies which have been
overlooked should he added, (tig expected that furthar needs
assessments will be conducted in order to plan revisions co this *ex#)
Sccond, basing instruction un competencies means that goals are clear and
eonerete. The learvess know what success will lock liks from the stat and
can assess their own progress toward ‘mastery of whe competencies. Third.
competency-based language programs ore flexible in terms of time,
earning atyle, and instructional techniques. There is no need so linger
fever 4 lesson once mastery of a competency true been demonstrated and,
within program conscraiacs, extra lime can be devoted ta more difficult
competensies, Lessons can—and should-—be caught chrough a variety of

ese stroagtbs that
technigues, since different learners benefit from difforent kinds 07
approaches. And there ig always room for experimenting with new
mothods, combining them with more familiar ones

This hoped that, with the help of wained Peace Corps language instructors,
this book will provide the basis for interesting, relevant langusge
instraction which will enable new Peace Corps Volustecrs to function
effectively io their new surroundings and to begin the process of
continuiag their language learring Oieoughout weit dme of service.

Is

=

ee ee
Table of Contents

Preface

Table of Contents

A Brief introduction to the Estontan Language 2
TOPIC 1: PERSONAL IDENTIFICATION 7
curTuRe nor

1, To greet and be greeted
2. To introduce and idemtty self
3. fa stete ovm wellbeing iaqusce akeut well-being af oth

Te take eave/to say good bye
TOPIC 2: CLASSROOM ORIENTATION 1s
suurure wore

‘To foltow simple classroom direetons/ta respond te instructions aad quescions
‘To expres itch of] uncerstanding/ask for coitication

“Te respond to warmup quections
“Fo skate reasnns for being late oF absent

L
3
4

“Tn cequest permission and asiswance

TOPIC 3: CONVERSATION WITH HOST COUNTERPART OR
FAMILY 30

CULTURE NOTE

1. To ask/answer peesunal inforastion questces
2, To dascnibe ome Far

al.

its

canine san staat ah
‘Fo usk stout host/counterpart family

1. Te catry out deity routine
5, Te extess gratitude

TOPIC 4: COMMUNICATIONS
CULTURE NOTE

‘To get one's parey on the Sine

‘To Seave a racssage and hang up pote

‘Yo atk operator for assistance
“To make a phone cl tram the past oflee

TORIC 5: FOOD

(CULTURE NOTE

1, Toomer focd oc a restaurant
2. To ask ubout Todd items, typical hast couatey foods

5. To express focd prefersces Itkes/dhatices!

TORIC 6: MONEY
cuureRe wore

1. Ta ask for information about lose! currency
TOPIC 7: TRANSPORTATION
cuLTuRE Nore

‘To locate meons of trarsportation

To ask far destination and d stance of rave

To puechase rickats
Tohire ata

a

5°

63

ome em

— eS ee ee

l
TOPIC 8 DIRECTIONS 74
CULTURE NOTE

1, To ask fo. and give locations of buildings
2, Ta ask for and give dleections to a place

TOPIC

SHOPPING 30
cuLTURE NOTE
‘To ask for tems, prices and quactties

“Fo selecc clothing for purchase
‘To pay for items and to Indicate that change is ecereet cr incorrect

jo dsc elnthing an weasbes
‘TOPIC 20: SOCIAL SITUATIONS 80
CULTERE NOTE

To besa & conversation

To afar and accept feed and eink
Te Inve and resnond to an tovataton

To give and respond to compliments

TOPIC 11:

COMMUNITY SERVICES 101

cusTURE NOTE

1, To renot: an sneer o7 nse of an ter to police
2, Te mull a ‘etter az parcel

1 ava sd.
TOPIC 12: AT THE WORKPLACE

CULTURE NOTE

1 Te introduce onsself and deserive one's Functions
2. To ask questions shout jobzelated functions

3. ‘Vagive dlassroom command's

4. To repost work progress and complasin of sk

5.

Th cqnvecse wocialy with coonotirs
“OPIC 13: MEDICAL

CULTURE NOTE,

To tind earnpetent

‘To respond to quastions abot ness

“To purchase meicenes
‘To desecibe one's cmotional state

scare

a rapart an emanga

TOFIC 14: PERSONAL IDENTIFICATION 1
uLTURE NOTE
To identify oneself and dasst 22 Peace Corps assigement

To desctihe Peace Corps mie In host country
“To descttbe educational backgrou

emplovavent

4, To deseribe oven home ane fay

Appendices

“THE COMPETENCIES IN ENGLISH
ROUN CASES

VERE FORMS

VOCABULARY BY TOPIC

7A

107

we

331

aaa
ass
17
189
‘THE CALENDAR 139

Days of she Week

anths of the Year

Seasons
NUMBERS 160
coNTRIES 161
cotors sat
MIELDS OF STUDY 102
OOD ~ GENERAL 162
FOOD ~ ESTOXIAN, 163
‘THE HOME 164

Fumiture and Huusehaté Articles
Mosse
Teens of Clotheng
Scnship Terms

ESTONIAN-ENGUSE GLOSSARY 167

EPERENCES. asa