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Database of Teaching Sources

A database of selected, reviewed, tested, assessed and validated e-learning based language teaching sources addressed to Higher education students for the learning of 18 different European languages.

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Lithuanian-Latvian Dictionary

Date of Publication

electronic version of a dictionary compiled in 1995

Target Group


Domain Area

Arts & Music
Business & Communication
International Relations
Journalism & multimedia
Medicine & Nursing
Teacher Education

Learning Scenario

Autonomous learning
Classroom Context

Target Language


Language of Instruction


CEFR level


Type of Material

Reference resources (online Dictionaries/ grammar guides/phrasebooks)

Linguistic Features



Critical Thinking


The electronic version of Lithuanian-Latvian dictionary was designed according to the already existing dictionary of Lithuanian-Latvian (Lietuviešu–latviešu vārdnīca, compilers Balkevičs J., Balode L., Bojāte A., Subatnieks V.. Rīga: Zinātne, 1995). It comprises about 60,000 words. Everybody, who is willing to grasp the key rules of the Lithuanian language, its grammar structure and pronunciation peculiarities, will be able to find the necessary information in the dictionary. It also provides some information on the exact grammar characteristics of the collected words. The search system is user-friendly, there is a virtual keyboard of the Lithuanian letters. It is very important for those who are not familiar with the Lithuanian language (and it is not for the Lithuanians who study Latvian).

The dictionary is meant for both those who know Lithuanian/Latvian and those who are not familiar with the target languages. The dictionary comprises some collocations, idioms, which allow users to identify semantic differences between the languages. Search result list displays all the records of the names, phrases, examples, where the search word was found. The user can view all the records in search results, which highlight the search word. Abbreviations in the records provide supplementary specific information, e.g., the area of use, morphology, etc. Also, access to the data portal is provided (it might be useful for higher level language learners or translators).

This resource is applicable to all CEFR levels. The marked levels indicate how many levels of Lithuanian can be achieved during one semester while studying the subject “Latvian Language”.

Case study

The Latvian-Lithuanian dictionary is used from the very beginning of the course on 'Latvian Language', and it is utilised throughout the whole semester, mainly for students’ homework assignments. It is also applicable in class activities when students are given tasks to translate texts independently, e.g. to compile dialogues related to one topic or another. It is not obligatory, however, in case students want to use an unfamiliar word they have not studied yet, they can search for the word in the dictionary. The same format of learning is applied while doing homework. It is quite often, at the beginning of the study year mainly, students’ wishes are too strong to respond the reality – it is not an easy task to use Latvian equivalents in a proper way.


The dictionary can be used for search of the meanings of unfamiliar words (for translation), as any other bilingual dictionary. The advantage of lies in its virtual keyboard (it has been attached quite recently). It provides the user with an opportunity to see other words in a cluster that the search word happens to fall into. Such an opportunity is extremely beneficial to advanced students (teachers as well), e.g. while teaching the subject 'Comparative Lithuanian and Latvian Linguistics', it might be helpful for the users to identify differences in semantics, and compare the grammatical categories of the words – gender, number, etc. similarities/differences.


Comprehensive approach
Capacity to match the needs of lecturers and students


Added value
The provided tangible improvements


Motivation enhancement
The capacity to motivate students to improve their language skills


Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning


Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries


Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning


Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need


Assess the technical usability from the point of view of the lecturer and the student


Assess the accessibility from the point of view of the lecturer and the student


The Lithuanian-Latvian dictionary provides every student (and teacher, as well) with an opportunity to enrich/expand their vocabulary according to their personal needs – to search for new words, identify grammar and semantic differences between Lithuanian (learner’s language) and Latvian (target language) etc., also to translate texts from Latvian into Lithuanian.
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