Učenje tujih jezikov v predšolskem obdobju - sistematični pregled literature : diplomsko delo

Ogorevc, Lara (avtor), Pižorn, Karmen (mentor)

Uvod: Obdobje, ko so otroci najbolj občutljivi in dojemljivi, je ravno zgodnje otroštvo in to velja tudi za tuje jezike. Starost, pri kateri se otroci začnejo učiti tujega jezika, (angleščine oz. nemščine) se je postopoma zniževala tudi v Sloveniji. Zaenkrat je učenje izbirno v prvem razredu, vendar se izvaja v približno 97 % osnovnih šol; v drugem razredu postane učenje tujega jezika obvezno. Postavlja pa se vprašanje, zakaj se ne bi otroci začeli učiti tujih jezikov (TJ) že v predšolskem obdobju v sklopu rednega programa, saj so takrat otrokovi možgani še posebej plastični in hitro razvijajo jezikovne zmožnosti. Med tretjim in sedmim mesecem otrok že prepozna različne jezike. Pri dveh letih je večina otrok sposobna tekočega govora. Mlajši otroci so bolj motivirani za učenje tujega jezika, saj niso obremenjeni, so brez predsodkov, učenje pa poteka spontano skozi vsakdanje dejavnosti. Otroci so radovedni in želijo spoznati veliko novega. Večjezični otroci in kasneje odrasli so uspešnejši pri reševanju problemov, kar koristi bralnim spretnosti. Pozitivni učinki se kažejo tudi pri kognitivnem razvoju in divergentnem mišljenju. Večjezičnost pozitivno vpliva na razvoj samopodobe. Izpostavljenost TJ se odraža tudi v odprtosti in spoštovanju do drugih kultur ter ljudi, ki so drugačni od nas. Namen: Namen sistematičnega pregleda literature je bil na podlagi dosegljivih ustreznih virov ugotoviti, kakšno je stanje učenja tujih jezikov po Evropi in po svetu. Preučiti ustrezne metode poučevanja tujih jezikov na tej stopnji, preveriti, katere kompetence naj bi imela oseba, ki poučuje tuje jezike na predšolski stopnji, kakšni so cilji, ki naj bi jih otroci dosegali oz. jih lahko dosežejo in od česa so odvisni. Ugotoviti smo želeli, kako se v pouk tujih jezikov v predšolskem obdobju vključujejo otroci priseljencev. Metode dela: Literaturo smo iskali v podatkovnih bazah: COBISS+, dLib.si, Google učenjak, WorldCat in Dikul. Ključne besede so bile v slovenščini in v angleščini: preschool (education), second language aquisition, bilingual, foreign language teacher, teaching methods, teaching approaches, pedagogical approaches, linguistic competences, pedagogical competences, learning achievements, children with migrant background, learning foreign languages. Iskali smo znanstvena in strokovna besedila v obdobju od 2015 do 2023, ki so dostopna v celoti. Vključili smo članke, ki so ustrezali vključitvenim kriterijem. Rezultati: Pregled določene literature s področja poučevanja in učenja TJ v predšolskem obdobju je zagotovil povzetek trenutne literature (2015–2023) in tako v slovenski izobraževalni sistem prinesel sintezo ugotovitev najrazličnejših raziskav, kar je lahko nadalje podlaga za jezikovno politiko in prakso. Razprava in zaključek: V razpravi smo predstavili model, ki je ustrezen za poučevanje tujih jezikov v predšolskem obdobju in je lahko uporaben tudi v slovenskih javnih vrtcih.

• Jezik: Slovenski jezik
• Ključne besede: predšolsko obdobje, tuji jezik, metode poučevanja, učiteljeve kompetence, učni dosežki, večjezičnost
• Vrsta gradiva: Diplomsko delo/naloga
• Tipologija: 2.11 - Diplomsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Kraj izida: Ljubljana
• Založnik: L. Ogorevc
• Leto izida: 2023
• Št. strani: VII, 32 str.
• PID: 20.500.12556/RUL-150453
• UDK: 373.2(043.2)
• DOI: 20.500.12556/RUL-150453
• COBISS.SI-ID: 164732675
• Datum objave v RUL: 17.09.2023

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Foreign Language Learning in Preschool - a Systematic Literature Review

Izvleček

Introduction: Early childhood is the time when children are most sensitive and receptive, and this is also true for foreign languages. The age at which children begin to learn a foreign language (English or German) has gradually decreased in Slovenia. Currently, it is optional in the first grade, but taught in about 97% of primary schools; in the second grade, learning a foreign language becomes compulsory. However, the question arises why children should not start learning foreign languages (FL) in preschool as part of the regular curriculum, because at this time children's brains are particularly plastic and their linguistic abilities develop rapidly. Between 3 and 7 months, the child already recognises different languages. By the age of two, most children are able to speak fluently. Younger children are more motivated to learn a foreign language because they do not feel pressurised, and they are also free of prejudice. In addition, they learn spontaneously through everyday activities. Children are curious and eager to learn new things. Multilingual children and later adults are more successful in solving problems, which has a positive impact on literacy. There are also positive effects on cognitive development and divergent thinking. Multilingualism has a positive impact on the development of self-esteem. Contact with a foreign language is also reflected in openness and respect for other cultures and people who are different from oneself. Purpose: The purpose of this systematic literature review was to identify the current state of foreign language learning in Europe and worldwide based on the relevant sources available. The aim was to investigate what methods are appropriate for teaching foreign languages at this level, what competences a person teaching foreign languages at pre-school age should have, what goals the children should or can achieve and what they depend on. We wanted to find out how immigrant children are involved in foreign language teaching in preschool. Methods used: The following data bases were used: COBISS+, dLib.si, Google Scholar, WorldCat and Dikul. Keywords: preschool (education), second language acquisition, bilingual, foreign language teachers, teaching methods, teaching approaches, pedagogical approaches, linguistic competences, pedagogical competences, learning outcomes, immigrant children, foreign language learning. We searched for academic and professional texts from 2015 to 2023 that were available in full text. We included articles that met the inclusion criteria. Results. Discussion and conclusion: In this paper, we present a model that is suitable for teaching foreign languages in the pre-school period and can also be applied in Slovenian public kindergartens.

• Ključne besede: preschool, foreign language, teaching methods, teacher competences, learning success, multilingualism