Opismenjevanje romskih učencev

analiza govornih in bralnih zmožnosti

Tina Dović (Author), Lidija Magajna (Mentor)

Abstract

Uspešno šolanje romskih otrok ostaja eden izmed nerešenih problemov slovenskega šolstva. Romski otroci po večini v osnovno šolo prihajajo, ne da bi bili pred tem vključeni v predšolsko vzgojo: slabo obvladajo jezik šolanja, imajo skromne igralne izkušnje, njihovo domače okolje ne zagotavlja ustreznih bivanjskih razmer in je za šolanje otroka nespodbudno. Tako se že ob vstopu v šolo soočajo z nepremostljivimi težavami pri usvajanju šolskega znanja, ki se z leti le še poglabljajo in najpogosteje vodijo v opustitev šolanja. Šolsko neuspešnost romskih otrok so dosedanje raziskave upravičeno povezovale z drugojezičnostjo in socialno-kulturno deprivilegiranostjo, pa vendar doslej nismo imeli podrobnejšega vpogleda v dejanske jezikovne zmožnosti romskih otrok, ki bi temeljil na empirični raziskavi. Z raziskavo smo želeli pokazati, da je za uspešno vključevanje romskih učencev v vzgojno-izobraževalni sistem nujno ustrezno začetno opismenjevanje. Ugotavljali smo torej, kakšne so bralne zmožnosti romskih učencev ob koncu tretjega razreda osnovne šole, ko naj bi bil proces opismenjevanja že zaključen. Poleg tega smo raziskali njihove govorne kompetence; otrokovo pripovedovanje zgodbe ima namreč pomembno napovedno vrednost v razvoju pismenosti. Raziskava je bila izvedena s pomočjo standardiziranih testov (Ocenjevalna shema bralnih zmožnosti in Preizkus pripovedovanja zgodbe: Žabji kralj), vanjo pa je bilo vključenih 30 romskih učencev in 30 neromskih vrstnikov (izenačenih po spolu in razredu šolanja) šestih osnovnih šol na Dolenjskem in v Beli krajini. Z dobljenimi rezultati smo podrobneje osvetlili velik razkorak v znanju med romskimi in neromskimi otroki, saj romski učenci dosegajo pomembno slabše rezultate v preizkusih bralnih in govornih zmožnosti kot njihovi neromski vrstniki. Poleg tega se romski učenci v bralnih in govornih zmožnostih statistično značilno razlikujejo glede na kraj prebivanja. Empirična kvantitativna raziskava z ustrezno statistično analizo je v luči sodobnih spoznanj o »porajajoči se« in začetni pismenosti ponudila pomemben vpogled v problematiko šolanja romskih otrok in obenem odprla možnosti razvijanja novih, ustreznejših sistemskih rešitev, ki bi jih bilo mogoče uveljaviti v šolski praksi. Takšne rešitve bi bile zlasti spodbujanje zgodnejšega vključevanja otrok v predšolsko vzgojo, posebni kompenzacijski programi predopismenjevanja in opismenjevanja (v predšolskem obdobju in ob všolanju otrok) in dodatno usposabljanje učiteljev za delo s tujejezičnimi otroki.

Keywords

(pred)opismenjevanje;šolska uspešnost;

Data

Language:	Slovenian
Year of publishing:	2016
Typology:	2.09 - Master's Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[T. Dović]
UDC:	376(043.2)
COBISS:	11071561
Views:	868
Downloads:	129
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Literacy development of roma children: analysis of oral and reading competences
Secondary abstract:	The problem of successful schooling of Roma children remains among the major unsolved problems within the Slovenian education system. Roma children usually enter primary school without being previously included in any kind of pre-school education. Their knowledge of the official (Slovenian) language is poor, and their home environment often does not provide adequate living conditions; in most cases, it is quite discouraging for schooling in general. When they enter the school system, Roma children are faced with almost insurmountable difficulties in the acquisition of the required skills and knowledge. Despite the numerous legal solutions (individualization, differentiation, various forms of learning assistance), the gap between the Roma and other children only widens over the years: Roma pupils do not meet the standards of knowledge, they have difficulties in advancing to the next grade and in most cases they quit school (too) early. So far, the research has exposed the social and cultural deprivation as well as the fact that Roma children are in fact speakers of another language as the main reasons for such meagre results. However, the actual linguistic competences of the Roma children remained a black box as there was no empirical research in this field. With this survey, we intended to demonstrate that the proper early literacy development process is indeed crucial for the successful integration of Roma into the education system. Therefore, we wanted to determine the level of reading competences of the Roma pupils at the end of the third year of elementary school, when the literacy process is supposed to be already completed. In addition, we explored their oral skills; in particular, children’s storytelling has a significant prognostic value in the development of their literacy. The empirical part of the survey was conducted by using standardized tests (Ocenjevalna shema bralnih zmožnosti for reading competences and Preizkus pripovedovanja zgodbe: Žabji kralj for oral competences). It included 30 Roma pupils and 30 of their non-Roma peers from six primary schools in Dolenjska and Bela krajina (both groups were balanced in terms of gender and grade). The results of both tests shed a new light on the (increasingly) large gap between the knowledge of Roma pupils and their non-Roma peers. Namely, the results of Roma pupils both for reading and oral competences were significantly worse in comparison to the control group. Apart from that, the results of Roma children varied significantly in relation to the places they were living. Thus, the results of the quantitative research (and the statistical analysis) offer fresh insights on the differences between Roma and non-Roma children – especially in the light of the contemporary findings about “emergent” and early literacy. In the conclusion, the opportunities to develop new, more appropriate system solutions for literacy development within the school practice, are being discussed. Such solutions are the encouraging of an earlier inclusion of Roma children into the (preschool) education, implementation of compensatory programmes focused on literacy development (both at the preschool stage and at the beginning of elementary school), and additional training of teachers.
Secondary keywords:	Romany language;speech skill;primary education;romski jezik;govorna sposobnost;osnovnošolski pouk;
File type:	application/pdf
Type (COBISS):	Master's thesis
Thesis comment:	Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Pages:	113 f., [1] f. pril.
ID:	9156553