magistrsko delo
Andreja Resnik (Author), Mihaela Brumen (Mentor), Majda Schmidt (Co-mentor)

Abstract

V magistrski nalogi ugotavljamo stališča staršev otrok s posebnimi potrebami do učenja in spodbujanja učenja tujega jezika v osnovni šoli glede na različne slovenske regije (Osrednjeslovenska, Podravska in Spodnjeposavska) in glede na izobrazbo staršev teh otrok. Prav tako iščemo povezavo med znanjem tujega jezika staršev otrok s posebnimi potrebami in nudenjem dodatne podpore pri učenju tujega jezika njihovim otrokom v različnih slovenskih regijah in glede na izobrazbo staršev. V teoretičnem delu podrobneje predstavljamo otroke s posebnimi potrebami pri učenju tujega jezika na osnovni šoli s prilagojenim programom z nižjim izobrazbenim standardom. V empiričnem delu pa predstavljamo empirično raziskavo, ki temelji na anketi. Rezultati kažejo, da imajo starši nizko izobrazbo in nizko stopnjo znanja tujega jezika in da otroku ne nudijo dodatne podpore pri učenju tujega jezika. Zelo malo otrok s posebnimi potrebami se izobražuje dodatno, malo število jih obiskuje fakultativno izobraževanje tujega jezika. V vsakodnevnem življenju se srečujejo s tujim jezikom predvsem preko serij/filmov in pesmi v tujem jeziku. Obstajajo statistične razlike glede na slovensko regijo, saj so starši iz Spodnjeposavske regije mnenja, da naj bi se poučevanje tujega jezika uvedlo že v I. vzgojno-izobraževalno obdobje OŠ. Starši otrok s posebnimi potrebami, ki imajo višje-/visokošolsko izobrazbo, podpirajo idejo, da bi se poučevanje tujega jezika začelo že v vrtcu. Starši iz Osrednjeslovenske regije so tudi mnenja, da bo znanje tujega jezika v prihodnosti koristilo njihovemu otroku ter da bo v osebnem življenju popolnoma zadoščalo, če bo otrok obvladal samo en svetovni jezik (npr. angleščino). Starši z osnovnošolsko izobrazbo menijo, da bodo njihovi otroci v službi in v osebnem življenju znali en svetovni jezik in da je pomembno, da se otroci s posebnimi potrebami vključujejo v dodatne tečaje. Starši s srednješolsko izobrazbo pa so mnenja, da gledanje risank/filmov zelo pripomore k znanju tujega jezika njihovega otroka. Pripravili smo priporočila oz. smernice učiteljem, ki poučujejo tuji jezik otroke s posebnimi potrebami, hkrati pa veljajo ta priporočila tudi za starše, za bolj učinkovito in privlačno poučevanje in učenje tujega jezika otrok s posebnimi potrebami.

Keywords

otroci s posebnimi potrebami;tuji jeziki;učenje tujih jezikov;poučevanje tujih jezikov;osnovne šole;stališča staršev;priporočila učiteljem tujega jezika;priporočila staršem;magistrska dela;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM PEF - Faculty of Education
Publisher: [A. Resnik]
UDC: 376:81'243(497.4)(043.2)
COBISS: 21849608 Link will open in a new window
Views: 1777
Downloads: 189
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Other data

Secondary language: English
Secondary title: FOREIGN LANGUAGE FOR CHILDREN WITH SPECIAL NEEDS IN THE SLOVENIAN REGIONS
Secondary abstract: The master's thesis introduces the viewpoints of parents' of children with special needs regarding the learning and encouraging foreign language learning in primary schools, taking into account different Slovenian regions (Osrednjeslovenska, Podravska, Spodnjeposavska) and parents' education. Furthermore, we try to find connections between the knowledge of foreign languages these parents have and how they offer support to their children in foreign language learning (according to different regions and parents' education). The theoretical part presents children with special needs in the area of learning a foreign language in the primary school with lower educational standards. The empirical part introduces the research based on the questionnaire. The results show that the parents have an inferior education and an inferior level of foreign language knowledge so they do not provide additional help to their children while learning foreign languages. A very small number of children with special needs are educated at home, a few children attend optional foreign language education. In everyday life these children come across foreign languages by watching series/films and listening to songs. There are statistical differences based on the Slovenian regions. The parents of Spodnjeposavska region belive that foreign languages should be taught already in the first educational period. The parents of the children with special needs who have post-secondary or third-level education support the idea that foreign languages should be taught already in pre - school. The parents of Osrednjeslovenska region believe that foreign languages are important for their children in the future and that learning one foreign language (e. g. English) is enough. The parents with primary education belive that their children will know only one foreign language in their job and private life and therefore it is necessary for them to be involved in extra language courses. The parents with secondary education agree that watching cartoons/films has a great impact on learning a foreign language. In addition, we suggest some guidelines and recommendations for language teachers who teach children with special needs and their parents in order to make thier learning process more effective and attractive.
Secondary keywords: children with special needs;foreign language;learning foreign languages;teaching foreign languages;primary schools;parents' views;recommendations for language teachers;recommendations for parents;master theses;
URN: URN:SI:UM:
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages: 116 f.
ID: 9065001