20.500.12556/RUL-164273 Slovenian primary school pupils’ perception of plurilingual competence Zaznave slovenskih osnovnošolcev o raznojezični zmožnosti Since plurilingual competence is crucial for effective communication, cultural understanding, cognitive development, and professional and personal growth, it should also be prioritised in education to enable the continuous development of individuals. One of the most critical aspects of achieving plurilingual competence is creating a stimulating environment that ensures that language learning and use take place in a way that appeals to all pupils. However, there is little research on pupils’ perceptions of plurilingualism and its stimulating environment at the primary level. Therefore, the study’s main aim was to investigate their perceptions, which resulted in a primarily quantitative research method. As a data collection tool an online survey with a combination of a questionnaire and Likertscales statements, which were based on the Framework of Reference for Pluralistic Approaches to Languages and Cultures, was developed. For this reason, the article concentrates on determining the level and quality of primary school pupils’ knowledge, skills and attitudes regarding languages and their associated cultures, as well as on identifying pupils’ opinions, perceptions, and motivational factors. The research study addressed pupils aged 9 to 14. The results indicate that pupils are inclined towards language learning, perceive the importance of plurilingual competence, and express confidence in speaking in foreign languages. However, pupils seem unable to assess their metalinguistic and metacultural knowledge and skills. Ker je raznojezična zmožnost ključna za učinkovito komunikacijo, razumevanje kultur, kognitivni razvoj ter za poklicno in osebnostno rast, bi morala biti prednostno obravnavana tudi v izobraževanju, da bi omogočila kontinuiran razvoj posameznika. Eden najpomembnejših vidikov doseganja raznojezične zmožnosti je ustvarjanje spodbudnega okolja, ki zagotavlja, da učenje in raba jezika potekata na način, ki je privlačen za vse učence. Obstaja pa malo raziskav o tem, kako osnovnošolci zaznavajo raznojezičnost in za raznojezičnost spodbudno okolje. Zato je bil glavni cilj študije raziskati njihove zaznave, zaradi česar je bila uporabljena predvsem kvantitativna raziskovalna metoda. Kot orodje za zbiranje podatkov je bila razvita spletna anketa s kombinacijo vprašalnika in trditev po Likertovi lestvici, ki so temeljile na Referenčnem okviru za pluralistične pristope k jezikom in kulturam. Članek se osredinja na ugotavljanje ravni in kakovosti znanja, spretnosti in stališč osnovnošolcev o jezikih in z njimi povezanih kulturah ter na ugotavljanje mnenj, zaznav in motivacijskih dejavnikov učencev. V raziskavi so sodelovali učenci, stari od 9 do 14 let. Izsledki kažejo, da so učenci naklonjeni učenju jezikov, da zaznavajo pomen raznojezične kompetence in izražajo zaupanje v govorjenje v tujih jezikih. Zdi pa se, da učenci ne znajo oceniti svojega metajezikovnega in metakulturnega znanja in spretnosti. plurilingual competence primary school pupils framework of reference for pluralistic approaches to languages and cultures referenčni okvir za pluralistične pristope večjezičnost osnovnošolsko izobraževanje true false true Angleški jezik Slovenski jezik Podatek o licenci CC-BY 4.0 je naveden na spletni strani revije (https://ojs.cepsj.si/index.php/cepsj/about). (Datum opombe 18. 10. 2024) Članek v reviji 2024-10-18 11:36:37 2024-10-18 11:36:38 2024-10-19 04:25:47 0000-00-00 00:00:00 2024 0 0 Str. 35-65 no. 3 Vol. 14 2024 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37:81 1855-9719 10.26529/cepsj.1855 211200259 RAZ_Rozmanic_Tina_2024.pdf RAZ_Rozmanic_Tina_2024.pdf 1 18EE3C137C4576044A9A29653A2FC715 3976d7259417954121fefe5209ea57181e97e455c2e4876241177e5a82f97169 f5b02d26-8d34-11ef-b232-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=194564 https://cepsj.si/index.php/cepsj/article/view/1855 0 eeb8368e-8d34-11ef-b232-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=194563 Pedagoška fakulteta CEPS journal 0 0 0