ABSTRACT This article investigates the different types of language classes for Uralic languages in higher education contexts to derive principles in course planning for minority language teaching. As a micro-level example, a foreign language class for South Estonian, aimed at a general audience at LMU Munich, is analysed and informs the discussion of economically efficient and pedagogically effective strategies in curriculum and syllabus design for this target group. The suggested approach uses authentic media in a theme-based, content-based instruction (CBI) classroom with an integrated syllabus of text-based, task-based, and media-based syllabus types, which helps to address the needs and interests of the target group consisting of university students. This enables critical engagement with minority media, development of media literacy, and autonomous student projects on the target language. Additionally, the adoption of a positive stance towards the minority identity is advocated, making the class suitable for heritage learners and allowing for intercultural understanding between students and educators as broader goals for minority language instruction.

中文翻译：

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高等教育中资源贫乏的少数民族语言课程的有效课程规划策略：来自乌拉尔语研究的观察和南爱沙尼亚语的示例

摘要本文研究了高等教育环境中乌拉尔语的不同类型的语言课，以得出少数民族语言教学课程计划中的原则。作为一个微观的例子，分析了针对LMU慕尼黑的普通观众的南爱沙尼亚语外语课程，并为该目标人群的课程和课程提纲设计中的经济有效和教学有效策略的讨论提供了参考。建议的方法在基于主题，基于内容的教学（CBI）教室中使用真实的媒体，并具有基于文本，基于任务和基于媒体的教学大纲类型的集成教学大纲，这有助于解决教学需求和兴趣。目标人群包括大学生。这样可以与少数族裔媒体进行批判性互动，提高媒体素养，和自主学生针对目标语言的项目。此外，提倡对少数群体身份采取积极态度，使该课程适合于传统学习者，并允许学生和教育者之间的跨文化理解，作为少数群体语言教学的更广泛目标。