magistrsko delo
Julija Bric (Author), Karmen Pižorn (Mentor)

Abstract

Raznojezičnost je del našega vsakdana. Če jo spodbujamo in razvijamo, nam nudi možnost učinkovite komunikacije v raznolikih situacijah in z različnimi sogovorci. Številni avtorji navajajo elemente, na katere imajo vpliv posameznikove raznojezične kompetence. Poleg že omenjene učinkovitejše komunikacije, se v povezavi z raznojezičnostjo (in njenim zgodnjim spodbujanjem) omenja tudi ohranjanje jezikovne in kulturne raznolikosti, razvoj in boljše delovanje družbe, večja odprtost za sodelovanje, večja strpnost, lažje in hitrejše učenje novih jezikov itd. Šola ima pri spodbujanju raznojezičnosti pomembno vlogo, s tem pa tudi prispeva k razvoju pozitivnih stališč do drugih in drugačnih ter pripomore k socialni vključenosti vseh, ki jo obiskujejo. Da to lahko doseže, mora upoštevati posameznika in njegove potrebe ter mora biti posledično naklonjena tudi vsem jezikom, ki jih ti posamezniki prinašajo v šolsko okolje. O takšnih šolah ni dosti napisanega, še posebno pa gradiva s to tematiko v Sloveniji ni veliko. Z namenom, da bi šole lahko uradno izkazale naklonjenost raznojezičnosti, skušamo v tej magistrski nalogi s pomočjo literature, ki zajema področja raznojezičnosti, čezjezičnosti (prepletanja jezikov) in sojezičnosti predstaviti pojem jezikovne izkaznice in oblikovati kriterije za njeno pridobitev. V empiričnem delu magistrske naloge predstavljamo rezultate kvalitativne raziskave, ki je vključevala analizo besedil učencev in intervjujev učiteljev ter ravnateljev. Z njo smo skušali dobiti vpogled v realno jezikovno stanje v slovenskih osnovnih šolah, hkrati pa smo skušali ugotoviti uresničljivost ter primernost zadanih/predlaganih izhodišč in le-te nato, na podlagi predlogov in mnenj, ustrezno prilagoditi. Pri pregledu izdelkov učencev od 4. do 9. razreda (iz 8 različnih regij) in odgovorov šolskih delavcev iz 13 različnih slovenskih osnovnih šol smo ugotovili, da te šole že sedaj izpolnjujejo veliko kriterijev. Tako le-te že ponujajo učenje različnih jezikov, imajo učne pripomočke ter napise v tujih jezikih, v svoje delo vključujejo učence tujce in jim pri vključevanju pomagajo, se povezujejo s starši ter (zunanjimi) sodelavci, učitelji pa so s svojim delom in vedenjem zgled pri promoviranju raznojezičnosti. Analiza intervjujev nam je pokazala, da zaposleni pri svojem delu v raznojezičnosti vidijo številne pozitivne plati, a jim raznojezičnost hkrati predstavlja tudi izziv, ki od njih ter od učencev zahteva številna prilagajanja. Glede samih kriterijev so nam učitelji in ravnatelji podali svoje predloge in mnenja (najbolj ustrezni so se jim zdeli kriteriji, ki govorijo o sprejetosti vseh deležnikov šole, o seznanjanju z učenci tujci, vključevanju le-teh v delo šole, nudenju pomoči pri učenju jezika ter pri izkoriščanju njihovega potenciala; najmanj pa se jim je zdelo pomembno promoviranje raznojezičnosti s strani šole v širši skupnosti). Kriterije smo na podlagi zbranih podatkov nato lahko ustrezno dopolnili in preoblikovali.

Keywords

raznojezičnost;jeziki;jezikom prijazna šola;ROPP;jezikovna izkaznica;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [J. Bric]
UDC: 81'246.3(043.2)
COBISS: 126431747 Link will open in a new window
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Downloads: 0
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Other data

Secondary language: English
Secondary title: Establishing criteria for obtaining the language passport in primary schools
Secondary abstract: Plurilingualism is a part of our everyday lives. It provides a potential for effective communication in diverse circumstances with various speakers. Numerous authors write about elements that are influenced by an individual’s plurilingual competence. In addition to the already mentioned more efficient communication, plurilingualism (and its early promotion) is also important for the preservation of linguistic and cultural diversity, the development and better functioning of society, greater openness to cooperation, higher tolerance, easier and faster language learning etc. Schools play an important role in promoting plurilingualism; in doing so, they also contribute to the development of positive attitudes towards others and help with the social inclusion of all pupils. In order to achieve this, they must take into consideration the individual person and his or her needs. Therefore, they must accept all the languages that these individuals bring to the school environment. Not much has been written about such schools, and there is barely any material on this topic in Slovenia. In order for schools to be able to officially exhibit their appreciation of plurilingualism, this thesis aims to (with the help of literature covering the fields of plurilingualism, translanguaging/interweaving of languages and colingualism) present the concept of the language passport and formulate criteria for obtaining it. In the empirical part, we present the results of qualitative research, which has included an analysis of pupils’ texts and interviews with teachers and principals. Its aim has been to gain an insight into the language situation (importance of languages and their role) in Slovenian primary schools. At the same time, we have aimed to determine the achievability and appropriateness of the proposed criteria and then adjust them accordingly. When reviewing pupils’ assignments (grades 4–9, from 8 different regions) and responses from school workers from 13 different Slovenian primary schools, we have found that many criteria are already implemented. Schools already offer the learning of different languages, they have teaching accessories and inscriptions in foreign languages, they engage foreign pupils in their work and help them integrate, they connect with parents and (external) colleges and their teachers set a good example in promoting plurilingualism with their work and behavior. The analysis of the interviews has shown that school employees find many positive aspects of plurilingualism in their work but at the same time it also represents a challenge for them that requires many adjustments. Teachers and principals also provided suggestions and opinions regarding the criteria (statements they found most suitable were the ones talking about acceptance and inclusion of all schools’ stakeholders, offering help in learning the language of teaching to foreign pupils and utilizing their potential; on the other hand they found schools’ promoting plurilingualism community-wide the least important), which we have taken into consideration when revising and adapting them.
Secondary keywords: Osnovnošolsko učenje in poučevanje;Angleščina;Večjezičnost;Jezik in vzgoja in izobraževanje;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: 75 str.
ID: 16811138