Otroci priseljencev v osnovni šoli

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2012
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[U. Kolednik]
UDK:	376.1:314.117-054.52(043.2)
COBISS:	9235785
Št. ogledov:	644
Št. prenosov:	120
Ocena:	0 (0 glasov)
Metapodatki:

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Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Children of imigrants in primary school
Sekundarni povzetek:	As a consequence of enlarged migration flows it is more and more common for children of different ethnical, religious and cultural backgrounds to meet in schools. All students must have equal conditions to learn, progress and achieve the best possible results. This thesis includes a theoretical and an empirical part. The theoretical part is divided in seven content sections dealing with various aspects of the education problem of migrant children. Theoretical part focuses on the national groups in Slovenia with emphasis on minorities, whose position is explained though the term of multiculturalism. One’s ethnical identity, prejudice, stereotyping, discrimination and stigma areexplained in detail. Emphasis has been put on the attitude of Slovene society to the members of ethnic groups, the position of migrant children and especially problems of the children unable to conceal the lower social and cultural status, poor language knowledge, unsifficienteducational success in school etc., and are therefore constantly exposed to various forms of visible and invisible discrimination. Special attention is given to the issue of bilingualism in schools. Thempirical part addresses the issue of migrant children from teachers’ perspective. Teachers from different primary schools in Ljubljana have answered questions, e.g. “What kind of learning outcomes of migrant children are observed? What are the obstacles which hinder the achievement of learning objectives? What is their attitude toward learning the Slovenian language and the mother tongue and toward the integration of contents about the culture of minorities in the teaching? How do they asses knowledge the acquired during their schooling to teach in a multicultural classroom?” The analysis showed that most teachers noticed lower learning outcomes among migrant children. The teachers have mentioned their poor knowledge of Slovenian language and expressed the opinion that personalized learning of Slovenian language would contribute to their success. Majority of teachers believe that they didn't get enough knowledge to teach in a multicultural classroom during their education and that the cultures of minorities should be disseminated among minority students as well as other students and teachers.
Sekundarne ključne besede:	child of foreign national;ethnic origin;bilingualism;intercultural education;otrok druge nacionalnosti;etnično poreklo;dvojezičnost;medkulturna vzgoja;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Strani:	96 str.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Children of imigrants in primary school
Ključne besede (ePrints):	etnična identiteta
Ključne besede (ePrints, sekundarni jezik):	ethnic identity
Povzetek (ePrints):	Zaradi povečanih migracijskih tokov se v šolah vedno pogosteje srečujejo učenci različnih etničnih, verskih in kulturnih pripadnosti. Vsem učencem morajo biti omogočene enake možnosti za učenje, napredovanje in doseganje najboljših možnih rezultatov. Diplomsko delo vsebuje teoretični in empirični del. Teoretični je razdeljen na sedem vsebinskih sklopov, ki obravnavajo različne vidike problematike izobraževanja otrok priseljencev. V teoretičnem delu so predstavljene narodne skupnosti v Sloveniji s poudarkom na manjšinah, katerih položaj je pojasnjen skozi pojem multikulturalizma. Natančno je pojasnjena posameznikova etnična identiteta in predsodki. Obravnavan je odnos slovenske družbe do pripadnikov etničnih skupin, položaj otrok priseljencev in težave teh otrok, ki ne morejo prikriti nižjega socialnega in kulturnega položaja, slabšega znanja jezika, slabšega učnega uspeha v šoli ... Posledično so nenehno izpostavljeni različnim oblikam odkrite in prikrite diskriminacije. Posebna pozornost je namenjena problematiki dvojezičnosti v šolah. V empiričnem delu je problematika otrok priseljencev obravnavana z vidika učiteljev. Učitelji iz različnih ljubljanskih osnovnih šol so odgovarjali na vprašanja, kot so: kakšen učni uspeh opažajo pri otrocih priseljencev; katere so ovire, ki jim otežujejo doseganje učnih ciljev; kakšno je njihovo stališče do učenja slovenščine in materinščine ter do vključevanja vsebin o kulturah manjšin v pouk; kako ocenjujejo lastno znanje, ki so ga pridobili v času šolanja, za poučevanje v večkulturnem razredu. Analiza odgovorov je pokazala, da večina učiteljev opaža pri otrocih priseljencev nižji učni uspeh. Pri tem so izpostavili njihovo slabše znanje slovenščine ter izrazili mnenje, da bi k uspehu pripomoglo prilagojeno učenje slovenščine. Večina učiteljev meni, da v času šolanja ni dobila dovolj znanja za poučevanje v večkulturnem razredu. Usklajeni pa so tudi v mnenju, da je treba s kulturami manjšin seznanjati učence manjšin ter druge učence in učitelje.
Povzetek (ePrints, sekundarni jezik):	As a consequence of enlarged migration flows it is more and more common for children of different ethnical, religious and cultural backgrounds to meet in schools. All students must have equal conditions to learn, progress and achieve the best possible results. This thesis includes a theoretical and an empirical part. The theoretical part is divided in seven content sections dealing with various aspects of the education problem of migrant children. Theoretical part focuses on the national groups in Slovenia with emphasis on minorities, whose position is explained though the term of multiculturalism. One’s ethnical identity, prejudice, stereotyping, discrimination and stigma areexplained in detail. Emphasis has been put on the attitude of Slovene society to the members of ethnic groups, the position of migrant children and especially problems of the children unable to conceal the lower social and cultural status, poor language knowledge, unsifficienteducational success in school etc., and are therefore constantly exposed to various forms of visible and invisible discrimination. Special attention is given to the issue of bilingualism in schools. Thempirical part addresses the issue of migrant children from teachers’ perspective. Teachers from different primary schools in Ljubljana have answered questions, e.g. “What kind of learning outcomes of migrant children are observed? What are the obstacles which hinder the achievement of learning objectives? What is their attitude toward learning the Slovenian language and the mother tongue and toward the integration of contents about the culture of minorities in the teaching? How do they asses knowledge the acquired during their schooling to teach in a multicultural classroom?” The analysis showed that most teachers noticed lower learning outcomes among migrant children. The teachers have mentioned their poor knowledge of Slovenian language and expressed the opinion that personalized learning of Slovenian language would contribute to their success. Majority of teachers believe that they didn't get enough knowledge to teach in a multicultural classroom during their education and that the cultures of minorities should be disseminated among minority students as well as other students and teachers.
Ključne besede (ePrints, sekundarni jezik):	ethnic identity
ID:	8310183