Sodelovanje strokovnih delavcev pri učenju slovenskega jezika učencev priseljencev na osnovni šoli

Ošlak, Pavlina (author), Razpotnik, Špela (mentor)

Sodelovanje strokovnih delavcev pri učenju slovenskega jezika učencev priseljencev na osnovni šoli Magistrsko delo obravnava sodelovanje strokovnih delavcev pri učenju slovenskega jezika učencev priseljencev prve generacije za enakopravnejše sprejemanje pouka v večkulturnem razredu osnovne šole. V teoretičnem delu je izpostavljeno uresničevanje načela medkulturnosti na osnovni šoli, ki bi moralo biti ob podpori države sistematično in strokovno urejeno, da je enakopravno do različnih kultur. V komunikaciji med različnimi kulturami pride v osnovnošolskem prostoru večkrat do nesporazumov, kar vpliva na kulturno identiteto posameznika. K medkulturnemu sožitju pripomore učinkovitost pedagoškega dela, reflektirana na treh področjih, in sicer pri pripravi na pouk, samem pouku in sodelovanju s kolegi. Akcijsko raziskovanje pouka spodbuja strokovne delavce, da postajajo spodbujevalci sprememb, s čimer se povečuje medsebojno sodelovanje. V empiričnem delu so bili raziskani občutek sprejetosti učencev priseljencev prve generacije iz območij nekdanje Jugoslavije v šolski sistem in učinki nepoznavanja učnega jezika. Raziskava je potekala na osnovi kvalitativne metodologije v dveh vzporednih akcijskih krogih. V prvem akcijskem krogu sta se preverjala obstoječe stanje počutja teh učencev pri sprejemanju pouka in sodelovanje strokovnih delavcev. V drugem akcijskem krogu pa so se uvajale spremembe pri individualnem poučevanju slovenščine kot tujega jezika ob sodelovanju strokovnih delavcev z namenom izboljšanja učnega uspeha učenca priseljenca prve generacije. Oba raziskovalna pristopa sta potrdila, da se učenci priseljenci počutijo sprejete in povezane s svojimi vrstniki ter da se ob strokovnem vodenju različnih učiteljev hitreje učijo slovenskega jezika. Analiza je razkrila pomembne podrobnosti, kako med individualnim poukom slovenskega jezika poteka dialog med učiteljem in učencem priseljencem, ter pomen stalnega sodelovanja strokovnih delavcev pri izmenjavi izkušenj o poteku in izvedbi vzgojno-izobraževalnih ciljev. Teorija, zgrajena na obeh krogih, odkrije vrzel, da se v četrtem in petem razredu slovenščina za tujce ni poučevala sistematično, učenci priseljenci pa so z napačnim razumevanjem učnih pojmov v tujem jeziku težje sledili učnemu procesu. Potrdi tudi smiselnost vsakodnevnega vzgojno-izobraževalnega sodelovanja učiteljev in učiteljic za dodatno strokovno pomoč, učiteljev in učiteljic razrednega pouka ter učiteljev in učiteljic predmetnega pouka pri učenju slovenskega jezika učencev priseljencev prve generacije za lažje razumevanje učnih vsebin v slovenskem jeziku.

• Language: Slovenian
• Keywords: medkulturnost
• Work type: Master's thesis
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2016
• PID: 20.500.12556/RUL-87193
• COBISS.SI-ID: 11352393
• Publication date in RUL: 04.09.2017

Secondary language

• Language: English
• Title: Educators’ collaboration in teaching Slovenian language to immigrant learners at primary school

Abstract

The thesis discusses educators’ collaboration in teaching Slovenian language to first-generation immigrant learners in order to provide a more equal learning environment in an intercultural primary school classroom. The theoretical part of the thesis focuses on the implementation of the principle of primary school interculturality, which should be supported by the state in terms of systemic and professional solutions for the purpose of ensuring equality to all different cultures. Communication among different cultures in primary school environment often leads to misunderstandings, which effect the cultural identity of an individual. Intercultural co-existence is supported by efficient pedagogical work in three areas: lesson planning, conduction of lessons and cooperation with colleagues. Action research of lessons encourages educators to become change agents, which then promotes their collaboration. The empirical part of the thesis researched the extent to which first-generation immigrant learners from the regions of former Yugoslavia felt accepted in the school system and the effect of their lack of knowledge of the language used in classroom. The research was conducted on the basis of qualitative methodology in two parallel action rounds. The first action round researched the existing state of mind of the learners when attending classes and cooperation of certain educators. The second action round introduced changes to one-to-one lessons of Slovenian as a foreign language with cooperation of educators in order to improve the learning outcome of the first-generation immigrant learners. Both research approaches confirmed that the immigrant learners felt accepted and connected to their peers and that they learned Slovenian faster with professional support of different teachers. An analysis has revealed significant details on the nature of the dialogue between the teacher and the immigrant learner in one-to-one lessons of Slovenian language as well as the importance of continuous collaboration of educators in the sharing of their experience in the processing and implementation of educational goals. The theory based on both rounds has revealed a gap: the lessons of Slovenian for immigrant learners in the 4th and 5th grades were not conducted systematically, consequently the immigrant learners misunderstood learning terminology in the foreign language and thus found it harder to follow the learning process. The latter confirms the importance of daily cooperation of special education teachers with class teachers and individual subject teachers in the teaching of Slovenian language to first-generation immigrant learners in order to assist them in understanding the learning contents in Slovenian.

• Keywords: interculturality