The Use of Slovene Language in ELT Classroom in the 7th Grade of Primary School

Kovačič, Lea (author), Burazer, Lara (mentor), Vogel, Jerica (mentor)

The amount of use of the mother tongue as well as the situations in which it should be used in English lessons in primary school is a field with no written rules or guidelines. Teachers are therefore making such decisions by themselves with various reasons influencing their choice. The role of the mother tongue has changed immensely during the development of the field of didactics and has gained or lost its importance over time, during which the teachers have also changed their approaches. The theoretical part of my thesis introduces a review of the literature in the field of use of the mother tongue in English lessons as well as the shift in its importance and role. There are many different researches and articles written on the topic in foreign literature, whereas Slovenian literature is scarcer. The empirical part includes a survey questionnaire, observations of English classes at Ljubljana primary schools and interviews with the teachers I observed. I found that the teachers themselves also feel left to their own devices when it comes to choosing and switching between the native and the target language, which seems to suit them. The choice and/or frequency of switching is mainly influenced by the class atmosphere and the level of knowledge of each individual class. They believe that it is more essential that the students acquire the knowledge in an understandable way than the language in which the lessons are presented.

• Language: English
• Keywords: teaching English, mother tongue, foreign language, Slovenian, last three-year period
• Work type: Master's thesis/paper
• Organization: FF - Faculty of Arts
• Year: 2024
• PID: 20.500.12556/RUL-163746
• Publication date in RUL: 10.10.2024

Secondary language

• Language: Slovenian
• Title: Uporaba slovenščine pri pouku angleščine v 7. razredu osnovne šole

Abstract

Koliko in v katerih situacijah naj bi se materni jezik uporabljal pri pouku angleščine v osnovni šoli, je področje, kjer ni zapisanih pravil in vodil za učitelje. Učitelji se posledično odločajo sami, na njihovo odločitev pa vplivajo različni dejavniki. Vloga materinščine se je v razvoju didaktike angleščine oz. tujih jezikov spreminjala in pridobivala oziroma izgubljala svoj pomen, znotraj procesa pa so pedagoški delavci avtonomno spreminjali svoje pristope do količine njene rabe. Teoretični del naloge zajema pregled literature s področja uporabe materinščine pri pouku angleščine. Tuja literatura zajema več različnih raziskav in člankov z omenjeno tematiko, slovenska literatura pa je bolj skopa. Empirični del zajema anketni vprašalnik, opazovanje ur angleščine na ljubljanskih osnovnih šolah in intervjuje z učiteljicami, ki sem jih opazovala. Ugotovila sem, da se učitelji čutijo prepuščeni sami sebi, ko morajo izbirati in preklapljati med maternim in ciljnim jezikom, vendar jim to ustreza. Na samo izbiro in/ali pogostost preklapljanja vplivata predvsem odnos v razredu in nivo znanja posameznega oddelka. Na izbiro najbolj vpliva želja po uspešnem pridobivanju znanja in razumevanju obravnavane snovi učencev.

• Keywords: poučevanje angleščine, materni jezik, tuji jezik, slovenščina, tretje triletje