Sporazumevalna zmožnost v slovenščini pri učencih v dvojezični šoli na avstrijskem Koroškem

Delić, Jasmina (author), Bešter Turk, Marja (mentor), Rot Vrhovec, Alenka (co-mentor)

Število učencev, ki so prijavljeni k dvojezičnemu pouku na avstrijskem Koroškem, se iz leta v leto povečuje. V program se vključujejo razne vrste učencev; to so mladi koroški Slovenci, katerih prvi jezik je slovenščina, učenci iz nemško govorečih družin, ki živijo na dvojezičnem območju, učenci, katerih predniki so koroški Slovenci, vendar so iz raznih razlogov pozabili slovensko besedo in govorijo samo nemško ali mogoče s starejšimi slovensko (koroško) narečje, učenci, ki so priseljeni iz Slovenije in katerih prvi jezik je slovenščina, ter priseljenci iz drugih držav. Pouk na dvojezičnih šolah poteka v nemškem in slovenskem jeziku; polovico časa v nemščini, polovico pa v slovenščini – kdaj in kako se to izvede, je avtonomna odločitev učiteljev. Učenci, ki so prijavljeni k dvojezičnemu pouku, vstopajo v šolo z različnim znanjem slovenščine, zato je nujno potrebno prilagajanje pouka in tega se dvojezični učitelji dobro zavedajo. Diferenciacija in individualizacija pouka slovenskega jezika sta v dvojezičnih razredih nujno potrebni, ker je to način, ki omogoča napredek vsem učencem. V magistrskem delu je predstavljen način dela z učenci, ki obiskujejo dvojezično šolo na avstrijskem Koroškem in so prijavljeni k dvojezičnemu pouku. Glavni cilj načrtovanih dejavnosti je bil doseči napredek v sporazumevalni zmožnosti v slovenskem knjižnem jeziku. Teoretični del magistrskega dela je sestavljen iz devetih poglavij. Predstavljena je sporazumevalna zmožnost in njeno razvijanje pri pouku, usvajanje in učenje jezika, dejavniki, ki vplivajo na učenje drugega jezika, dvojezičnost, jezikovni transfer, metode in oblike dela pri jezikovnem pouku, diferenciacija in dvojezično šolstvo na avstrijskem Koroškem. V empiričnem delu je predstavljena akcijska raziskava, ki je bila načrtovana in izvedena v 1. razredu dvojezične ljudske šole. Ker učenci nimajo enakih možnosti za usvajanje slovenščine kot drugega jezika, je njihovo znanje ob vstopu v šolo različno. Kot t. i. jezikovna asistentka sem pripravila diferencirani načrt dela in ga nato izvedla z učenci, katerih prvi jezik ni slovenščina. Glede na rezultate raziskave (dosežki učencev na več pisnih in ustnih preizkusih znanja) lahko ugotovim, da jezikovni asistent z upoštevanjem predznanja učencev, diferenciacijo dela, pravilno izbranimi metodami in oblikami dela in smiselno oblikovanimi skupinami učencev lahko pripomore k razvoju sporazumevalne zmožnosti v slovenskem jeziku pri teh učencih.

• Language: Slovenian
• Keywords: dvojezični pouk na avstrijskem Koroškem
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2018
• PID: 20.500.12556/RUL-105980
• COBISS.SI-ID: 12282185
• Publication date in RUL: 27.03.2019

Secondary language

• Language: English
• Title: Pupils' communicative ability in Slovene in the bilingual school in Carinthia

Abstract

The number of students who are enrolled in bilingual classes in Austrian Carinthia grows year by year. The program is being joined by a variety of students; these are young Slovenians of Carinthia whose mother tongue is Slovene, students from German speaking families who live in a bilingual area, students whose ancestors were Slovenes of Carinthia but due to different reasons have forgotten the Slovene language and only speak German or only speak Slovene in an older dialect of Carinthia, students who moved from Slovenia and their first language is Slovene and students who have moved from other countries. Classes in bilingual schools takes place in both German and Slovene language, half the time in one and half the time in the other language. When and how this is executed depends on the teachers. Students who are enrolled in bilingual classes enter the school with different levels of knowledge of the Slovene language and therefore the classes must be adapted, something the bilingual teachers are well aware of. The differentiation and individualization of bilingual classes in Slovene language are crucial as this is the only way to enable progress for all the participating students. The Masters thesis presents the system of working with the students who are enrolled in the bilingual school in Austrian Carinthia and are also enrolled in bilingual classes. The main point of the planned activities was to achieve progress in communicating abilities within the frames of spoken and written Slovene language. The theoretical section of the Masters thesis consists of nine chapters. The communicational ability is presented along with its development in class, understanding and learning the language, the factors that affect the learning of a different language, bilingualism, language transfer, methods and forms of work with bilingual classes, differentiation and bilingual schooling in Austrian Carinthia. The empirical part presents an active research that was formed and executed in the 1st class of a bilingual public school. As the students do not have the same abilities to conquer Slovene as a second language their knowledge levels differ at the start of the schooling. As a so-called language assistant, I have prepared a differential plan of teaching and then executed it with the students, whose first language is not Slovene. Based on the results of the research (the achievements of students on several written and oral exams) we can determine that the language assistant (when taking into consideration the foreknowledge of the students) can contribute to the development of communication ability in Slovene language with these types of students provided that their background knowledge, work knowledge, sensibly formed groups and work methods are taken into consideration.

• Keywords: bilingual teaching in Austrian Carinthia