Plurilingualism is a part of our everyday lives. It provides a potential for effective communication in diverse circumstances with various speakers. Numerous authors write about elements that are influenced by an individual’s plurilingual competence. In addition to the already mentioned more efficient communication, plurilingualism (and its early promotion) is also important for the preservation of linguistic and cultural diversity, the development and better functioning of society, greater openness to cooperation, higher tolerance, easier and faster language learning etc.
Schools play an important role in promoting plurilingualism; in doing so, they also contribute to the development of positive attitudes towards others and help with the social inclusion of all pupils. In order to achieve this, they must take into consideration the individual person and his or her needs. Therefore, they must accept all the languages that these individuals bring to the school environment. Not much has been written about such schools, and there is barely any material on this topic in Slovenia.
In order for schools to be able to officially exhibit their appreciation of plurilingualism, this thesis aims to (with the help of literature covering the fields of plurilingualism, translanguaging/interweaving of languages and colingualism) present the concept of the language passport and formulate criteria for obtaining it.
In the empirical part, we present the results of qualitative research, which has included an analysis of pupils’ texts and interviews with teachers and principals. Its aim has been to gain an insight into the language situation (importance of languages and their role) in Slovenian primary schools. At the same time, we have aimed to determine the achievability and appropriateness of the proposed criteria and then adjust them accordingly.
When reviewing pupils’ assignments (grades 4–9, from 8 different regions) and responses from school workers from 13 different Slovenian primary schools, we have found that many criteria are already implemented. Schools already offer the learning of different languages, they have teaching accessories and inscriptions in foreign languages, they engage foreign pupils in their work and help them integrate, they connect with parents and (external) colleges and their teachers set a good example in promoting plurilingualism with their work and behavior.
The analysis of the interviews has shown that school employees find many positive aspects of plurilingualism in their work but at the same time it also represents a challenge for them that requires many adjustments. Teachers and principals also provided suggestions and opinions regarding the criteria (statements they found most suitable were the ones talking about acceptance and inclusion of all schools’ stakeholders, offering help in learning the language of teaching to foreign pupils and utilizing their potential; on the other hand they found schools’ promoting plurilingualism community-wide the least important), which we have taken into consideration when revising and adapting them.
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