Slovenian language is divided into several dialect groups. When communicating, we can notice that the dialect affects the speech of the individual. In elementary school, teachers and students are supposed to use the literary genre of language, but the use of it varies depending on the type of pedagogical speech, the use of teaching methods and forms in lessons. It often happens that the book genre of the language is replaced by a non-book genre. The fundamental goal of Slovenian language lessons is for students to develop the ability to receive, understand, experience and evaluate, as well as to create texts in Slovenian literary language. It is natural that students initially communicate in the language they learned first and in which they talked in the family circle, with friends; it is basically a non-book genre. The task of the school or the teacher is to start introducing literary language into the students' speech early, because younger students learn faster and master it better later on. The teacher must use Contemporary Standard Slovene (CSS) in both cognitive and relational pedagogical speech, and he must also respond appropriately to the use of non-literary language during lessons, not only in the subject of Slovenian, but also in all other subjects. Since I come from the municipality of Ribnica and since I noticed during my teaching practice that students in this area often use non-literary genres during classes, we wanted to investigate to what extent the Ribnica dialect is present between teachers and students during classes and what influence it has on the use of literary language in classes. As part of the master's thesis, we conducted a qualitative and quantitative type of research, the qualitative research was conducted with the audio recording of two lessons in the subjects of Slovenian and learning about the environment/society in the 2nd, 3rd and 5th grade of a selected elementary school in the municipality of Ribnica. Three teachers and 58 students took part in it, and the quantitative research was carried out with questionnaires in addition to the participants in the qualitative research in a few classes of two primary schools in the municipality of Ribnica. 16 class teachers and 186 students took part in the entire research. The results of the research showed that the use of CSS more specifically, the use of colloquial and colloquial language, is predominant in the pedagogical speech of the teachers, and the use of book words is predominant in the speech of the students, but the proportion of them is lower in the 2nd grade students than in the 3rd and 5th grade students. In the speech of 2nd and 5th grade teachers, we detected a higher proportion of book words than in the speech of students of the same classes, while the proportion of book words in the speech of the 3rd grade teacher is lower compared to the proportion of students in the same class. We did not notice any differences in the proportion of non-book words in the cognitive and relational speech of the female teachers, the deviation was visible only in the 3rd grade teacher, who used a higher proportion of non-book words, because she was only present in the class as a guest to demonstrate her (internal) dialect. According to the number of years of teaching, the majority of teachers use CSS often in their pedagogical speech, only a few teachers with 21 to 40 years of teaching believe that they always use CSS in their pedagogical speech. There are small differences in the proportion of book words between 2nd and 5th grade students, while the difference is greater compared to 3rd grade students, as they used the most book words in lessons. There are no differences in the use of CSS among female teachers depending on the subject they teach, nor among students. In most cases, female teachers do not often warn students about the use of non-book words in class, even though they thought exactly the opposite in the survey questionnaire. The majority of teachers find learning CSS very important in primary school, and the use of the teacher's dialect speech in primary school seems more and more appropriate as the grade increases and the number of years of teaching increases. In the majority of teachers, they rate their CSS knowledge as very good, there are differences in their assessment of students' CSS knowledge, as teachers rate this knowledge in the case of 2nd grade students as medium good, and most teachers in the case of 3rd and 5th grade students as good. In situations (outside of classes) within the educational institution, teachers mostly use CSS, only in informal situations, for example when chatting with colleagues over lunch, non-literary language is used. At school or in the classroom, as part of the lessons, there are also activities related to dialect speech. The findings of the research will help teachers in the municipality of Ribnica and teachers all over Slovenia, as they themselves will be able to pay more attention to their speech and the speech of their students in class, and they will also be helpful to some residents of the municipality of Ribnica who want to know whether students use the Ribnica dialect in class.
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