Evropska priporočila za učenje tujih jezikov in njihova vrednost v osnovni šoli montessori : magistrsko delo

Černe, Teja (avtor), Pižorn, Karmen (mentor)

Učenje številnih jezikov je za veliko ljudi nujno in priložnost za vse. Evropski prostor zajema številne narodnosti in kulture. Raznolikost je privedla do želje po izboljšanju učenja evropskih jezikov, saj bi le-to lahko pozitivno prispevalo k evropskemu gospodarstvu in mobilnosti. V ta namen je Evropska komisija v Bruslju pripravila sklop priporočil, s katerimi zajema različne vidike učenja in poučevanja ter izraža njihovo pomembnost za območje Evropske unije. Osnovna šola je pomemben vzgojno-izobraževalen prostor, ki lahko s spodbudnim okoljem prispeva k uresničevanju ciljev evropske unije. Že v prejšnjem stoletju je italijanska zdravnica Maria Montessori, ustanoviteljica poučevalne metode montessori, poudarila pomen vseživljenjskega učenja in izpostavljenosti tujemu jeziku. Na ta način otroci nezavedno in brez napora ponotranjijo strukturo jezika, ki je del njihovega okolja, pa naj bo to prvi ali tuj jezik. V teoretičnem segmentu magistrskega dela sem predstavila pedagogiko montessori in njene ključne elemente, raziskala usvajanje in način poučevanja prvega in tujih jezikov ter opisala evropska priporočila o celostnem pristopu k poučevanju in učenju jezikov. S pomočjo raziskave sem ugotavljala skladnost oziroma sovpadanje evropskih priporočil s poučevanjem tujih jezikov po metodi montessori od prvega do petega razreda osnovne šole montessori. V ta namen sem uporabila metodo nestandardiziranega anketnega vprašalnika za učence in učitelje, ki poučujejo tuj jezik po omenjeni metodi. Raziskavo sem izvedla na vzorcu 145-ih otrok dveh slovenskih osnovnih šol montessori, v povprečju starih od 6–11 let. Poleg tega sem v raziskavo vključila 12 učiteljev tujih jezikov. Namen dela je osvetliti alternativni pristop poučevanja, ga približati širši javnosti in spoznati, v kolikšni meri trenutni način poučevanja že sovpada z evropskimi priporočili, ter predvideti morebitne izboljšave.

• Jezik: Slovenski jezik
• Ključne besede: evropska priporočila, pristop montessori, tuj jezik
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Kraj izida: Ljubljana
• Založnik: T. Černe
• Leto izida: 2023
• Št. strani: 138 str.
• PID: 20.500.12556/RUL-144507
• UDK: 373.3(043.2)
• COBISS.SI-ID: 143755267
• Datum objave v RUL: 26.02.2023

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Recommendations of the European Council for the Teaching and Learning of Foreign Languages and their Value in the Montessori Primary School

Izvleček

Learning multiple languages is a necessity for many people and an opportunity for all. The European area encompasses many nationalities and cultures. The diversity has led to a desire to improve the learning of European languages, as this could positively contribute to the European economy and mobility. Thus, the European Commission in Brussels has drawn up a set of recommendations covering different aspects of learning and teaching, expressing their relevance for the European Union area. The primary school is an important educational space that can contribute to the objectives of the European Union through a stimulating environment. Already in the last century, the Italian doctor Maria Montessori, founder of the Montessori method of education, stressed the importance of lifelong learning and exposure to a foreign language. In this way, children unconsciously and effortlessly internalise the structure of a language that is part of their environment, whether it is their first or foreign language. In the theoretical segment of my master’s thesis, I had presented the Montessori pedagogy and its key elements, explored the acquisition and teaching manners of first and foreign languages and described the European recommendations on an integrated approach to language teaching and learning. With the help of my research, I had determined whether the European recommendations are consistent with, or coincide with, the teaching of foreign languages by the Montessori method from the first to the fifth year of Montessori primary school. For this purpose, I used the method of a non-standardised questionnaire survey for pupils and teachers who teach a foreign language using the Montessori approach. The survey has been carried out on a sample of 145 children from two Slovenian Montessori primary schools, on average 6-11 years old. In addition, 12 foreign language teachers are included in the study. The aim of my work is to shed light on the alternative teaching approach, to bring it to the attention of a wider public and to find out to what extent the current teaching method already coincides with the European recommendations, and to foresee possible improvements.

• Ključne besede: European recommendations, Montessori approach, foreign language, first language