The study examines the challenges of teaching Slovenian in composite classes, which are characterized by the combined teaching of pupils from different year groups, and compares them with teaching Slovenian in non-composite classes. The comparison is based on the interviewees’ statements and theoretical sources, and not on an empirical comparison group. The theoretical part covers the importance of branch schools in Slovenia, the role of composite classes, and the didactic principles that are crucial for teaching in such a class, such as differentiation, individualization and motivation. Emphasis is placed on the didactics of Slovenian, so the theoretical part also includes summaries of the existing literature on teaching Slovenian, or on the didactics of the Slovenian language and literature. The empirical part of the thesis is based on qualitative research carried out through semi-structured interviews with nine female teachers who teach Slovenian in composite classes, three head teachers and four heads of branch schools in White Carniola. Three head teachers were also included in the interview with the female teachers, bringing the total number of study participants to 13. We found that teachers are selected to teach a composite class based on formal and informal criteria. No prior training is legally required, so the teachers attend professional meetings and additional training. The findings on teaching Slovenian in a composite class showed that planning is based on the curricula for the individual year groups and on linking common and concentric objectives, which are achieved through whole-class or individual activities. The teachers choose texts according to the curriculum, current relevance and pupils’ characteristics, and they design new tasks in a similar way. The teachers also take a holistic approach to assessment, which is based on learning objectives, knowledge standards, pupils’ developmental stage and assessment criteria. The statements of the participants show that, with appropriate planning, adaptation and organisation of work, it is also possible to achieve learning objectives to a high standard in a composite class. Based on the research aims, we developed guidelines for teaching Slovenian in composite classes, which may be helpful to future teachers, newly qualified teachers and experienced teachers who wish to continue their professional development.
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