Diaspora Teachers: Preserving Latvian Language and Cultural Values while Balancing Full-Time Jobs

Title: Diaspora Teachers: Preserving Latvian Language and Cultural Values

Subtitle: Inspiring Stories of Teachers in the Latvian Diaspora

Date: June 21, 2023

In a world where cultural preservation is of utmost importance, diaspora teachers play a crucial role in keeping the Latvian language and cultural values alive. One such teacher is Rolands Švarts, who hails from Norway. Despite his main job in the construction field, Rolands dedicates his free time to teaching and preserving the Latvian heritage.

Rolands’ journey into teaching began unexpectedly when he was approached by Sandra Smiltniece, a burnt-out teacher and school manager from Latvia. This encounter led Rolands to the Norwegian Latvian school, where he had to adapt and learn as a teacher, leaving behind his previous experiences in Jewish and Russian schools, as well as private and public schools.

Sandra Smiltniece, who now serves as the head of the school, emphasizes the importance of attracting men to the teaching staff. She believes that their fresh perspective and diverse interests, such as making bird cages and searching for hidden treasures, can bring a unique passion to the learning process. With competition from various holiday entertainment options, diaspora schools must strive to make education interactive and exciting, ensuring that students don’t feel like they are simply studying.

Ilze Atardo, currently leading the Italian Latvian Choir as a choir conductor, found herself in Italy to escape burnout. She discovered a Latvian society and school in Milan, which surprised her with its vibrant atmosphere. Ilze acknowledges that the work of diaspora teachers is driven by enthusiasm. In Italy, the Latvian school meets once a month due to the distance, but a new school has recently been established in Bologna.

Baiba Zīle’s journey to becoming a diaspora teacher in Norway was marked by coincidence. After meeting someone from Norway, she felt compelled to move there, despite having no prior knowledge of diaspora schools. Baiba’s involvement with the Norwegian Latvian Society led her to volunteer work and eventually teaching at the Latvian school. Her passion for outdoor activities and climbing mountains allows her to help students discover Latvia through the lens of Norwegian nature.

Agnese Biseniece, a teacher at the Danish Latvian school, found herself in the teaching profession by chance. Approached by Sandra Kaktiņa, the head of the Jutland school “Mazputniņš,” Agnese decided to give teaching a try. She describes her experience as a return to childhood, where she can play without judgment or prejudice. Sandra Kaktiņa, despite not having a teaching background, leads the school with a focus on creating a cool and engaging learning environment through games, dances, and songs.

For Rūta Virse-Šneideri in Poland, the Latvian school provides an opportunity for self-realization. Moving to Poland due to her husband’s work, Rūta reanimated the Latvian school in Warsaw. As a teacher by profession, she found fulfillment in contributing to society through her work at the school. Encouraging children to work with passion on Sundays, which is a holiday in Poland, remains a challenge for Rūta and her colleagues.

These inspiring stories of diaspora teachers highlight their dedication to preserving the Latvian language and cultural values. They adapt to new environments, embrace change, and strive to make education exciting and interactive. Their efforts not only benefit the students but also contribute to the continuous popularization of diaspora schools worldwide.Title: Diaspora Teachers in Latvian Schools: Preserving Language and Cultural Values

Subtitle: Inspiring Stories of Teachers from Abroad Making a Difference

Date: June 21, 2023

In a world where globalization and migration are becoming increasingly common, the role of diaspora teachers in preserving language and cultural values is more important than ever. Rolands Švarts, a diaspora teacher from Norway, is one such individual who believes in the significance of his task. Despite working in the field of construction, Rolands dedicates his free time to teaching and helping preserve the Latvian language and cultural heritage.

Rolands’ journey into teaching began when he was approached by Sandra Smiltniece, a burnt-out teacher and school manager from Latvia who had found herself in Norway. Rolands, having worked in various schools with different languages, had to adapt and rearrange his thinking to become a teacher at the Norwegian Latvian school. His previous experiences dissolved as he embraced the challenge of teaching Latvian to diaspora students.

Sandra Smiltniece, now the head of the school, has been working tirelessly for 12 years to attract more men to the teaching staff. She believes that their fresh perspective and passion can bring a unique energy to the learning process. With diaspora schools competing with various holiday entertainment options, Sandra emphasizes the need for interactive and exciting teaching methods that make children and young people say, “We didn’t learn at all.”

Ilze Atardo, currently leading the Italian Latvian Choir as a conductor, found herself in Italy to escape burnout. However, she discovered a Latvian society and school in Milan, which sparked her enthusiasm for diaspora teaching. Ilze believes that continuous popularization of diaspora schools is crucial, as there are always individuals in every country who learn or hear about Latvian schools for the first time.

Baiba Zīle’s journey to becoming a diaspora teacher in Norway was unexpected. She had longed for Ireland but ended up in Norway after meeting someone from there. Baiba’s involvement with the Latvian association in Norway led her to volunteer work, which eventually led her to the Latvian school. Her passion for outdoor activities and climbing mountains has become an integral part of her teaching approach, helping students discover Latvia through Norwegian nature.

Agnese Biseniece, a teacher at the Danish Latvian school, describes her arrival at the school as a coincidence. She initially joined the school out of curiosity and found herself returning to her childhood, where she could play without condemnation or prejudice. Sandra Kaktiņa, the head of the Jutland school “Mazputniņš” in Denmark, is not a teacher by education but has embraced the role with enthusiasm. She believes in making the learning process fun and engaging through games, dances, songs, and complete madness.

Rūta Virse-Šneideri, a teacher in Poland, sees her involvement in the Latvian school as an opportunity for self-realization. She attributes her life in Warsaw to the reanimated Latvian school, which she finds fulfilling and useful in society. Rūta emphasizes the importance of getting children to work with passion, especially on Sundays, which are considered a holiday in Poland. She believes that the involvement of parents, including those from different cultural backgrounds, is a significant benefit of Latvian schools.

The stories of these diaspora teachers highlight their dedication, passion, and the challenges they face in preserving the Latvian language and cultural values. Their experiences serve as inspiration for others and emphasize the importance of diaspora schools in maintaining connections to heritage and identity.

How do diaspora teachers like Baiba Zīle use outdoor activities to help students connect with Latvia?

Are interested in learning about their heritage and language. Although the Latvian school in Milan meets only once a month due to the distance, a new school in Bologna has recently been established to accommodate more students.

Baiba Zīle’s journey to becoming a diaspora teacher in Norway was unexpected. After meeting someone from Norway, Baiba felt drawn to the country despite having no prior knowledge of diaspora schools. Through her involvement with the Norwegian Latvian Society, Baiba eventually found herself volunteering and teaching at the Latvian school. She incorporates her love for outdoor activities and climbing mountains to help students connect with Latvia through the lens of Norwegian nature.

Agnese Biseniece, a teacher at the Danish Latvian school, stumbled into the teaching profession by chance. Sandra Kaktiņa, the head of the Jutland school “Mazputniņš,” approached Agnese, and she decided to give teaching a try. Agnese describes her experience as a return to childhood, where she can engage in play without judgment or prejudice. Sandra Kaktiņa, while lacking a teaching background, leads the school with a focus on creating a cool and engaging learning environment through games, dances, and songs.

Rūta Virse-Šneideri in Poland found an opportunity for self-realization through the Latvian school. Moving to Poland due to her husband’s work, Rūta revitalized the Latvian school in Warsaw. As a professionally trained teacher, she found fulfillment in contributing to society through her work at the school. One of the challenges Rūta and her colleagues face is motivating children to work passionately on Sundays, which are considered a holiday in Poland.

These inspiring stories of diaspora teachers highlight their dedication to preserving the Latvian language and cultural values. They adapt to new environments, embrace change, and strive to make education exciting and interactive. Through their efforts, they not only benefit their students but also contribute to the continuous popularization of diaspora schools worldwide.