magistrsko delo
Neja Grohar (Author), Mateja Dagarin Fojkar (Mentor)

Abstract

V preteklosti so imeli stari starši pomembno vlogo pri vzgoji in izobraževanju vnukov; danes se pomembnost njihove vloge zmanjšuje, velikokrat pa so tudi prostorsko ločeni od drugih starostnih skupin. Število starejših je vedno večje, zato se posledično spreminjajo tudi razmere v družbi. Multikulturno in večjezično okolje danes v Evropi mladim ne povzroča težav, starejši pa se morajo za delovanje in preživetje v tej družbi naučiti novih spretnosti. Mišljenje, da se ne morejo ničesar več naučiti, je zmotno. Za učenje namreč nismo nikoli prestari. Podobno velja za učenje tujega jezika angleščine. Res je, da imajo mlajši učenci pri učenju angleščine prednost dlje trajajočega in postopnega vnosa jezika in da v primerjavi z odraslimi učenci lažje usvojijo naravno izgovarjavo, vendar imajo odrasli pri učenju prednosti v že pridobljenih učnih strategijah, izurjenosti v namernem učenju in v večjem obsegu predznanja. Medgeneracijski programi učenja so v Sloveniji za zdaj še na začetku svojega razvoja, vendar so pomembni za razvijanje sožitja med generacijami. Starejši v takih oblikah izobraževanja vzpostavljajo socialne odnose z drugimi generacijami, izobraževanje samo pa prispeva k njihovemu boljšemu počutju in ohranja njihove umske spretnosti. Otroci se v medgeneracijskem okolju navajajo na predstavnike starejših ljudi in se znebijo predsodkov oziroma teh do njih ne razvijejo. Stari starši mlajše poučujejo o preteklosti, vnuki pa stare starše seznanjajo s sodobnimi iznajdbami. Učitelj tujega jezika mora poučevati tako, da se udeleženci zabavajo, teme morajo biti znane, uporabne in zanimive, dejavnosti pa motivacijske. Mlajši učenci naj bi vzpostavili dober odnos do učenja in tujega jezika, medtem ko ga starejši, če imajo slabega, spremenijo. Učenje tujega jezika pripomore k lažjemu sprejemanju drugih kultur, kar je v času pogostih migracij zelo pomembna lastnost. Študija primera, v katero je bilo vključenih 16 učencev 1. triletja osnovne šole in 14 starih staršev, je pokazala, da se stari starši v izobraževanje vključujejo z namenom pridobivanja znanja (svojega ali vnukovega), šele na drugo mesto pa postavljajo druženje. Oboji, stari starši in vnuki, so med tečajem angleščine, ki je v sklopu raziskave trajal 12 tednov, napredovali v znanju angleščine, kar se je opazilo pri usvojenem besedišču ter govornih in slušnih zmožnostih. Raziskava je pokazala, da ima večina učencev in starih staršev že pozitivno mnenje o učenju angleščine, saj menijo, da je učenje zabavno. Odnos se med starimi starši in vnuki glede na raziskavo ni statistično občutno spremenil, je pa raziskava pokazala, da so se učenci radi učili skupaj s starimi starši in stari starši skupaj z vnuki. Učna samopodoba se je od začetka do konca tečaja izboljšala pri učencih in starih starših. Raziskava je prav tako pokazala, da je bilo v povprečju predznanje angleščine starih staršev boljše kot predznanje učencev prvega triletja, boljše rezultate pa so dosegali stari starši tudi na preverjanju znanja na koncu tečaja.

Keywords

simbioza;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [N. Grohar]
UDC: 373.32.016:811.111(043.3)
COBISS: 11081289 Link will open in a new window
Views: 1329
Downloads: 159
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Other data

Secondary language: English
Secondary title: Intergenerational learning of english as a foreign language – first triad primary school students and their grandparents
Secondary abstract: In the past, grandparents had a significant role in their grandchildren's upbringing and education. Nowadays, the importance of their role is decreasing. Furthermore, many older people are physically separated from other generations. The number of older people is rising and the society conditions are changing. Multicultural and multilingual environment in Europe presents no barriers to younger generations. On the other hand, the elderly will have to learn new skills to function in this society. The common misconception that older people are not able to learn anything new, is wrong. We are never too old to learn. The same applies to learning a foreign language. Younger students do have the advantage of gradual and long-lasting learning and they can acquire native-like pronunciation, but older students have the advantage of previously acquired learning strategies and skills to moderate learning. Intergenerational educational programs in Slovenia are at the beginning of their development and they are crucial for developing coexistence between generations. In this kind of setting, older generations establish social relationships with younger generations. The process of learning contributes to their well-being and maintaining mental skills. Intergenerational learning helps younger generations to overcome the prejudice about the old people. Grandparents teach their grandchildren about the past and grandchildren teach them about new inventions. English teacher needs to provide the environment, where participants have fun, topics are known and useful, and activities motivational. Younger students should establish a positive learning attitude during the course of the learning process and older students should change their attitude if it is negative. Learning a foreign language contributes to acceptance of other cultures which is important in time of mass migrations. The case study, involving 16 first triad primary school students (aged 6–8) and 14 grandparents showed that grandparents participate in educational process for the purpose of obtaining knowledge (theirs or that of their grandchildren's). They put socializing on the second place. Both, grandparents and grandchildren showed progress in knowledge of English (oral and auditory skills and vocabulary) during the course that lasted for 12 weeks. The study showed that most of the grandparents and grandchildren already have a positive attitude towards learning English as a foreign language and they think it is fun. According to the research, the relationship between grandparents and grandchildren hasn't significantly changed. Still, both generations liked learning together. Both, grandparents' and grandchildrens' learning self-esteem has improved during the course. The research has also shown that on average grandparents' initial and final knowledge of English during the course was better than their grandchildrens'.
Secondary keywords: primary education;English language;grandparents;osnovnošolski pouk;angleščina;stari starši;
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: 82 str.
ID: 9156701