For students' equal participation in the educational process, it is essential to acquire the language of instruction, which is not any variant of Slovene, but the standard language. Though the speakers of so-called cultivated or marginal non-standard sociolects start school with different levels of proficiency in the standard language, according to the research, the school does not reduce the deficits arising from the domestic background. This is reflected both in the influence of the predominant non-standard sociolect on the grade in the subject Slovene and in the motivation for learning the standard language, which could be increased by reflection on the role of the standard language and non-standard varieties.
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