Respecting learner's cognitive interests in the process of choosing a theme for the Latvian language learning in primary school

The potential of a learner for acquiring significant themes in Latvian literature is never fully utilized. Latvian language learning in primary school is related to sociocultural contexts. Skillfully chosen themes connected to linguacultural expression are the initiators of the communication process and the development of a learner’s personality. Theme-related text broadens a learner’s experience of the world, helps to comprehend regularities in language and promotes the use of them in different types of communication situations, stimulates use of language according to linguistics and speech-related cultural norms, and encourages understanding of language significance in personality development. The study provides theoretical and empirical research on the value of choosing a theme in Latvian language learning in primary school according to a learner’s cognitive interests, primarily from perspective of a lingua communicative approach and a learner’s active participation in the process of learning. The study was based on the qualitative design. Interview with school students of Grade 2-6 (in total 304) was organized over the period from March to April 2016. 15 classes were chosen randomly in institutions of basic education in the regions of Latvia, including three 2nd years, three 3rd years, three 4th years, three 5th years and three 6th years. Fifteen 3rd year students of the Pre-school and Primary School Teacher Professional Bachelor’s Degree Programme of Riga Pedagogy and Education Management were involved in the collection of the data, who conducted a survey among pupils during their pedagogical practice. In total 162 girls and 142 boys participated in research. First year pupils were not included in the survey because the data were to be provided in writing. The pupils who participated in the survey were invited to express their opinion regarding two questions. The collected data were analysed quantitatively and qualitatively. The results from this study show that respecting a learner’s cognitive interests, particularly ensuring participation in choosing a theme for a Latvian language lesson, is carried out episodically.