magistrsko delo
Katja Breznikar (Author), Karmen Pižorn (Mentor)

Abstract

Večjezičnost je prisotna vsak dan med nami vsemi. Pomen pridobi, kadar se je zavedamo, se o njej pogovarjamo in jo spodbujamo. Šola je institucija, ki bi jo morala spodbujati, jo dvigovati na višje ravni. To pa je mogoče le, če imajo zaposleni delavci šole, kjer se osredotočamo na osnovnošolske učitelje, pozitivno naravnana stališča do večjezičnosti. Na oblikovanje stališč do večjezičnosti vpliva veliko dejavnikov – od prvega stika z jeziki doma, v domačem okolju, do vrtca, osnovne šole, srednje šole ter vsega nadaljnjega izobraževanja. V magistrskem delu se osredotočamo na osnovnošolske učitelje, ki morajo imeti tudi sami pozitivno stališče do večjezičnosti, če želijo tudi sami pripomoči k oblikovanju pozitivnih stališč do večjezičnosti pri svojih učencih. O večjezičnosti govori več uradnih dokumentov, na primer Bela knjiga o vzgoji in izobraževanju, zakoni ter pravilniki, ki se tičejo vzgoje in izobraževanja, kot tudi Evropski svet, ki določa, kako naj bi širili in spodbujali večjezičnost v vseh državah Evropske skupnosti. Zaradi številnih prednosti večjezičnosti pri posamezniku smo se odločili raziskati stališča osnovnošolskih učiteljev do večjezičnosti, saj imajo slednji pomembno vlogo v življenju otrok. Magistrska naloga je nastala v okviru projekta Jeziki štejejo, katerega glavni namen je ugotoviti, kateri dejavniki podpirajo in kateri zavirajo ustvarjanje podpornega učnega okolja za razvoj večjezičnosti v slovenskem šolskem prostoru. Pripravili smo spletni anketni vprašalnik, ki smo ga posredovali 4 visokošolskim zavodom, 10 srednjim šolam, 16 osnovnim šolam ter 4 vrtcem. V namen magistrske naloge smo analizirali le odgovore, ki smo jih pridobili z osnovnih šol. Primerno vrnjenih anket je bilo 272. K temu prištejemo še 6 intervjujev, ki so bili izvedeni s šestimi osnovnošolskimi učitelji. Intervjuvali smo 3 osnovnošolske učitelje jezika, 1 osnovnošolskega predmetnega učitelja ter 2 razredna učitelja. Pri analizi smo se podrobneje usmerili na štiri področja, in sicer na to, kako starost, regija prebivanja, možnost obiska tuje države in predmet poučevanja vplivajo na stališča osnovnošolskih učiteljev do večjezičnosti. Ugotovili smo, da imajo osnovnošolski učitelji pozitivno naravnana stališča do večjezičnosti ter da lahko s takšnimi učitelji načrtujemo svetlo prihodnost v luči večjezičnosti.

Keywords

jeziki;stališča učiteljev;zgodnje učenje jezika;poučevanje angleščine;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [K. Breznikar]
UDC: 81'246.3(043.2)
COBISS: 124620547 Link will open in a new window
Views: 1
Downloads: 0
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Other data

Secondary language: English
Secondary title: Primary teachers' attitudes towards multilingualism
Secondary abstract: Multilingualism is omnipresent daily. It enhances its meaning when we are fully aware of it, discuss and encourage it. A school is an institution that ought to encourage multilingualism and raise it to a higher level. However, it is only possible if all the school employees (focusing mainly on primary school teachers) have a positive attitude towards multilingualism. The forming of attitude towards it is influenced by many factors - from the first encounter with languages at home, in kindergarten, in primary school, in secondary school and in any further education. In my thesis I focus on primary school teachers who need to have a positive attitude to multilingualism themselves if they desire to encourage their students to form a positive attitude towards multilingualism as well. Multilingualism is discussed in many official documents such as the White paper on education in the Republic of Slovenia, law books and rulebooks on upbringing and education as well as by the European Council which defines how to spread and encourage multilingualism in countries of the European Union. Due to many advantages of multilingualism in each individual, we have decided to research the standpoints of primary school teachers as they have an extensive role in the lives of children. My thesis was written as part of the project Languages matter, whose main goal was to establish which factors support and which obstruct the creation of a supportive learning environment to develop multilingualism in the Slovene school environment. An online questionnaire was designed and administred at 4 higher education institutions, 10 secondary schools, 16 primary schools and 4 kindergartens. For the purpose of this thesis only the data from primary schools was analysed. In addition to 6 interviews performed with primary school teachers we received 272 questionnaires. We interviewed 3 language teachers, one subject teacher and 2 primary education teachers who taught at the time in Slovenian primary schools. Four variables were selected to observed, namely how the age, the region of residence, the possibility of visiting a foreign country and the school subject influence the attitudes of primary school teachers towards multilingualism. We have established that primary school teachers have a positive attitude towards multilingualism and that with such teachers we can plan a bright future in the light of multilingualism.
Secondary keywords: Osnovnošolsko učenje in poučevanje;Angleščina;Večjezičnost;Osnovnošolski učitelji;Univerzitetna in visokošolska dela;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji z angleščino
Pages: [126] str.
ID: 16679153