Izkušnje učiteljev angleščine v 3. razredu z začetnim opismenjevanjem v angleščini kot tujem jeziku - Kokalj, Julija (2019)
V slovenskih šolah je začetno opismenjevanje v maternem jeziku glavni poudarek v prvih letih otrokovega šolanja. Z vstopom v prvi razred se začne učence sistematično učiti brati in pisati v slovenščini, ki je za večino otrok materinščina. Sprva s predopismenjevalnimi vajami razvijajo svoje glasovno zavedanje in grafomotorične zmožnosti. Nato spoznavajo črko za črko, jo povežejo z ustreznim slovenskim glasom, vadijo zapis njene oblike ter se jih sčasoma naučijo povezati v smiselno besedo. Istočasno se večina učencev v prvem razredu udeleži pouka angleščine. Ker je slednji zanje tuj jezik, katerega besed in glasov še ne poznajo, je poudarek prvih let poučevanja na razvijanju poslušanja in govorjenja. Namen tega je, da se imajo učenci čas spoznati z jezikom, se ga naučijo prepoznati in razlikovati od drugih jezikov in postopoma pridobivajo novo besedišče učenega jezika. Proti koncu tretjega razreda se začnejo pri pouku postopoma osredinjati tudi na zmožnost branja in pisanja v angleščini. Do takrat spoznajo že vse črke slovenskega jezika, razumejo razmerje med glasom in črko v svoji materinščini in relativno tekoče berejo v slovenščini. V magistrskem delu smo raziskovali, na kakšen način učitelji načrtujejo in izvajajo pouk opismenjevanja v angleščini v 3. razredu osnovne šole. Pripravili smo anketni vprašalnik, ki je bil razdeljen slovenskim učiteljem, ki poučujejo angleščino v 3. razredu. Z njim smo poizvedovali, h kateri metodi opismenjevanja se učitelji pogosteje zatekajo, katere dejavnosti za poučevanje branja in pisanja pogosteje vključujejo v pouk ter s katerimi didaktičnimi pripomočki si pri tem pomagajo. Z raziskavo smo ugotovili, da učitelji večkrat angleščino opismenjujo po globalni metodi, torej učijo učence prepoznavati besede kot celote. Nekateri učitelji ob tem pri učencih razvijajo tudi glasovno zavedanje in razumevanje, kako so črke povezane z glasovi, vendar se načel po analitično-sintetični metodi držijo veliko manj. Didaktične pripomočke, s katerimi si pomagajo pri poučevanju, velikokrat poiščejo ali izdelajo sami. Tako učbenike kot delovne zvezke učitelji redkokdaj uporabljajo pri poučevanju branja in pisanja v angleščini v 3 razredu. In Slovene schools, the early years of child’s schooling are focused on developing literacy in their mother tongue. From the first grade onward, pupils are systematically taught how to read and write in Slovene, which is the first language for most of them. At first, they start with cultivating early literacy skills, such as phonemic awareness and graphomotor skills. Later on, they learn each letter of Slovene alphabet, develop an understanding of how letters are connected to the sounds of the Slovene language, practice the shapes of letters and, eventually, learn how to connect the letters into a word. Simultaneously, the majority of first graders start to learn English as a foreign language. In the first years of their English class, they mostly develop listening and speaking skills, since English is a foreign language for them and its words and sounds are unfamiliar to them. Consequently, pupils have the time to get used to the language, learn to recognize it, differ it from other languages, and gradually gain some English vocabulary. By the end of the third grade, teachers start to incorporate activities that will help their pupils develop their reading and writing skills in English as well. By that time, they already know the Slovene alphabet, they understand the letter-sound relationship of the Slovene language and they can read fluently in it more or less. In the research part of the master’s thesis, we wanted to find out how Slovene teachers who teach English in the third-grade plan and teach reading and writing skills in English. A questionnaire was constructed for the purpose of the research. The teachers answered the questions about the literacy approach they use most often, which activities they plan when teaching reading and writing, and which materials they use. The research showed that most of the teachers follow the »look-and-say« approach which means they teach pupils to recognize words as a whole. Some of the teachers combine that with the phonic approach and develop pupils' phonemic awareness and understanding of the letter-sound relation. However, there are fewer teachers doing that. Most of them search for their teaching materials or make them by themselves. Class books and activity books are rarely used during teaching reading and writing in English in the third grade.