Sporazumevalna zmožnost v slovenskem jeziku pri otrocih, katerih prvi jezik ni slovenski

Rot Vrhovec, Alenka (author), Bešter Turk, Marja (mentor)

Ena izmed značilnosti prvobitnih ljudstev je bilo množično preseljevanje zaradi različnih vzrokov. Posledica je bila nenehno spreminjanje narodnostne sestave držav. Tudi danes ni dosti drugače in tudi Slovenija iz tega procesa ni izvzeta. S priseljevanjem odraslih prihajajo v Slovenijo tudi otroci, ki se morajo vključiti v osnovnošolsko izobraževanje. Večina ne obvlada slovenskega jezika oz. ga obvlada slabše kot enako sposobni vrstniki, rojeni govorci slovenščine. Družbene spremembe in potrebe narekujejo ustrezno odzivanje na formalni ravni in v praksi, mdr. tudi na šolskem področju. Ob vseh drugih otrocih – prav tako z različnimi zmožnostmi in potrebami – sta vključevanje in poučevanje otrok, katerih prvi jezik ni (samo) slovenski, za šolstvo, šolo in učitelja velika izziva. Vsak otrok je individuum zase, vsak s svojimi težavami in potrebami. V domačem okolju imajo otroci različne možnosti za učenje slovenščine, ki je državni jezik in v večini šol v Sloveniji tudi učni jezik. Za nekatere je šola eden izmed redkih krajev, v katerem se pogovarjajo v slovenskem jeziku. V slovenskih osnovnih šolah ni poenotenega sistema vključevanja otrok, katerih prvi jezik ni slovenski, in modela poučevanja slovenskega jezika kot drugega jezika. Ravni jezikovnega znanja, ki jo otroci potrebujejo za spremljanje pouka in učenje, se ne da pridobiti čez noč, temveč lahko pri posamezniku traja več let. Kljub zavedanju o otrokovih pravicah in o enakopravnosti se o ustreznem vključevanju otrok in individualni podpori pri učenju še vedno več govori in piše in manj izvaja/uresničuje v vsakdanjiku. Videti je, da je prenašanje zapisanega v prakso težje in počasnejše, kot bi si želeli. Vse bolj ta proces upočasnjuje pomanjkanje denarja za projekte, raziskovanje in izobraževanje; to pa ima posledično vpliv na dogajanje v šoli. Poti, po katerih učitelji vodijo učence do cilja, so različne, najboljša pa je tista, ki vsem učencem, ne glede na njihove različne zmožnosti in na njihovo predznanje, nudi optimalno napredovanje. Zdajšnja praksa kaže, da imajo učitelji težave in da ne vedo, kaj naj poučujejo in kako. Zavedati se je treba, da mora šola prevzeti vso odgovornost za učenčevo učenje, če ta doma nima podpore, ker starši učnega jezika ne znajo. Tisti učitelji, ki ne verjamejo, da je čas rešitelj za učence, ki učnega jezika ne znajo (dobro), in vedo, da nimajo časa za čakanje pomoči, se izziva, tj. poučevanja slovenskega jezika v narodnostno mešanih razredih, lotevajo po svoje. Podpora, ki so jo morda deležni pri svojem delu, pa se od šole do šole razlikuje. V razredu z otroki, katerih raven obvladovanja slovenščine je različna, je potreben premišljeno zasnovan koncept vključevanja otrok in poučevanja jezikovnega pouka. Pri slednjem je vsekakor treba slediti temeljnemu cilju, ki je predpisan v učnem načrtu za slovenščino – razvijanju sporazumevalne zmožnosti z namenom, da bi učenci postali dobri uporabniki slovenskega jezika. Teoretični del disertacije je sestavljen iz šestih poglavij. Najprej so prikazane razvojne značilnosti osem- in devetletnikov z namenom, da se omogoči vpogled v starostno skupino otrok, ki so udeleženci raziskave, predstavljene v empiričnem delu. V drugem poglavju predstavljamo teorije o razvoju jezika. Vrstam jezikov in usvajanju oz. učenju teh se podrobneje posvetimo v četrtem poglavju. V njem so pojasnjeni dejavniki, ki vplivajo na učenje jezika, nato pa so opisani procesi razvoja prvega in drugega jezika ter dvojezičnosti. Naslednje poglavje se navezuje na osnovnošolsko vključevanje in izobraževanje otrok, katerih prvi jezik ni slovenski, zadnje poglavje v teoretičnem delu pa je namenjeno jezikovnemu pouku slovenščine. Predstavljeni so sodobni pristopi poučevanja slovenskega jezika in učiteljeva vloga pri poučevanju. V njem govorimo o sporazumevalni zmožnosti in o razvijanju vseh štirih sporazumevalnih dejavnosti pri jezikovnem pouku, tj. o temeljnem cilju jezikovnega pouka slovenščine, poleg tega tudi o načrtovanju jezikovnega pouka in o individualnih potrebah otrok, s katerimi se učitelj sreča in jih mora upoštevati pri poučevanju. V empiričnem delu doktorske disertacije je predstavljena akcijska raziskava, ki smo jo načrtovali s pomočjo teoretičnih spoznanj in izvedli v tretjem razredu osnovne šole. Znotraj te smo se osredinili na študijo primera štirih tretješolcev, priseljencev prve oz. druge generacije. Večina je dvo- oz. večjezičnih. Ker imajo različne možnosti za usvajanje učnega jezika oz. jezika okolja, slovenski jezik različno obvladajo. Glede na rezultate začetne analize stanja je bil oblikovan lastni model poučevanja slovenskega jezika. Izkazalo se je, da se z različnimi metodami in s pogostejšim vključevanjem sodelovalnih učnih oblik pripomore k razvoju sporazumevalne zmožnosti v slovenskem jeziku, k boljši socialni vključenosti, k bolj sproščenemu učenju in k strpnemu vrstniškemu odnosu. Doktorska disertacija je prispevek k spoznanjem jezikoslovne in jezikovnodidaktične stroke. Raziskava je pokazala, da lahko učenci, katerih prvi jezik ni (samo) slovenščina in ki prihajajo iz jezikovno različnega družinskega okolja, z ustreznim modelom poučevanja in vključevanja izboljšajo sporazumevalno zmožnost v slovenskem knjižnem jeziku, ne da bi bile kratene pravice drugih učencev v oddelku. Rezultati raziskave, predstavljeni lastni model poučevanja, druge smernice in preizkusi za preverjanje predznanja so vir informacij oz. pripomočki, ki lahko vsakemu učitelju pomagajo pri delu v podobnih razredih, kot je sodelujoči v raziskavi. S prvo tovrstno akcijsko raziskavo v Sloveniji se raziskovalcem odpirajo nova izhodišča za nadaljnje raziskovanje, praktikom pa izboljšanje šolske prakse.

• Language: Slovenian
• Keywords: osnovna šola
• Work type: Dissertation
• Typology: 2.08 - Doctoral Dissertation
• Organization: PEF - Faculty of Education
• Year: 2016
• PID: 20.500.12556/RUL-84982
• COBISS.SI-ID: 11150409
• Publication date in RUL: 09.09.2016

Secondary language

• Language: English
• Title: Communicative competence in the Slovenian language of children whose first language is not Slovenian

Abstract

One of the features of the primeval people has been mass migration due to various reasons. This consequently led to the constant change of the ethnic composition of the country. Today the situation is still very similar and Slovenia is no exception to the rule. With the immigration of adults to Slovenia come also their immigrant children who are required to undergo the elementary education. The majority do not master the Slovenian language at the same level as their equally competent peers; the latter are namely the native speakers. Social changes and needs dictate appropriate responding at the formal level as well as in practice, also in the school area. Teaching and integration of children whose first language is not (only) Slovenian –¬¬ among all the native speakers who have different abilities and needs – represent a great challenge for the educational system, the teachers and for schools. Each child is an individual; each has his own difficulties and needs. Children have in their home environment different possibilities of learning Slovenian, which is the national language and in most schools in Slovenia a language of instruction. For some, the school represents one of the few places, where Slovenian is the language of communication. Slovenian schools have no unifying system of integration for children whose first language is not Slovenian, nor any model of teaching Slovenian as a second language. The level of language skill necessary for the children to monitor teaching and learning cannot be acquired overnight. The process might take an individual up to several years. Despite the awareness of children’s rights and their equality there is still the lack of practical action. It seems as if putting the theoretical knowledge into practise is considerably harder and slower as we would like. This process is continuously slowed down by the lack of available financial funds for projects, researching and education; which takes affects the situation in schools. Teachers have various ways of teaching and leading their students to the goal, however, the ideal way offers each student the optimal progress, regardless of their different abilities and their previously acquired knowledge. The current practise shows that teachers have difficulties and do not know how nor what to teach. It should be noted that the school has to take full responsibility for pupils' learning when they lack the needed support at home, because their parents do not know the language of instruction. Teachers who do not believe that time is the saviour for such pupils and know that they do not have time to wait for assistance tackle this challenge, namely teaching Slovenian language in ethnically mixed classes – in their own way. The support they might receive for doing their work varies from school to school. In the classroom, where the students are not equally skilled in the Slovene language, a thoroughly thought concept of integration and language teaching is required. The latter should follow the primary goal, defined in the curriculum for Slovene language – development of communicative competence, in order to allow students to become good users of the Slovenian language. The theoretical part of dissertation consists of six chapters. The beginning shows the developmental characteristics of eight or nine years old children. This enables the insight into the age group of participating children. The second chapter presents theories on the evolution of language. A more detailed discussion about the types of languages and learning them follows in the fourth chapter. This chapter explains the factors that affect the learning of languages as well as the process of developing the first and second language and bilingualism. The following section refers to the integration and education of children at the elementary level, whose first language is not Slovenian. The last chapter of the theoretical part is devoted to the study of Slovene language. Presented are contemporary approaches of Slovenian language teaching and the teacher's role in teaching. The discussion is dedicated to communication skills and to the development of all four communicative activities in language teaching, i.e. the basic goal of language teaching in Slovene as well as the planning of language teaching and the individual needs of the children that the teacher has to take into an account while teaching. The empirical part of the doctoral dissertation presents the action research, planned with the help of theoretical findings and performed in the third grade of primary school. We focused on a case study of four third-graders, immigrants of the first and the second generation. The majority is bi- or multilingual. Because of their unequal options for the acquisition of the language, they command of the Slovenian language differently. According to the results of the initial analysis of the situation, own model of the teaching the Slovenian language was designed. The outcome showed that the use of different methods and more frequent involvement of cooperative learning forms contribute to the development of communicative competence in the Slovenian language, promote social inclusion, to a more relaxed learning and to tolerant attitude among peers. This doctoral thesis is a contribution to the findings of linguistic and language didactics. The survey has shown that students whose first language is not (only) Slovene and who come from linguistically different family environments are with the help of the appropriate teaching model and integration able to improve their communicative skills in Slovenian literary language without infringing upon the rights of other students. The results of this survey, the presented teaching model, the other guidelines and tests are the sources of information and the tools, which can serve as a help to every teacher who works in a situation similar to the class involved in the survey. This first survey of its kind in Slovenia is opening new starting points for researchers to make further research and is offering the improvement of the school practice for practitioners.

• Keywords: primary school