Program razvijanja veščin pisanja pri drugojezičnih oziroma socialno-kulturno drugačnih učencih

• Main Author: Slapšak, Mirjana
• Other Authors: Lipec Stopar, Mojca
• Format: Bachelor Thesis
• Language: Slovenian
• Published: 2017
• Subjects: jezik; language; sami
• Online Access: https://repozitorij.uni-lj.si/IzpisGradiva.php?id=87004; https://repozitorij.uni-lj.si/Dokument.php?id=90331&dn=; https://plus.si.cobiss.net/opac7/bib/11306825?lang=sl

V osnovnih šolah se srečujemo s problematiko šolanja drugojezičnih oziroma socialno-kulturno drugačnih učencev, saj je poznavanje slovenskega jezika ključnega pomena za njihovo uspešno integracijo v okolje in za učno uspešnost. Učenci zaradi nerazumevanja slovenskega jezika v šoli teže pokažejo ter pridobivajo znanje. Otroci priseljenci uporabljajo v komunikaciji z vrstniki socialni jezik, medtem ko morajo pri pouku znati uporabljati učni jezik, ki je abstrakten in zahteva zapleteno sestavo povedi. Zaradi težav z razumevanjem drugega jezika imajo ti učenci težave pri vseh štirih sporazumevalnih dejavnostih (pri poslušanju, govorjenju, branju in pisanju), ki so ključne za razvoj pismenosti. V raziskavo smo vključili pet učencev, ki so se razlikovali v starosti, v času bivanja v Sloveniji, prihajali so iz različnih držav (Albanija, Bosna in Hercegovina, Kosovo) in zato so se med njimi pokazale razlike v razumevanju slovenskega jezika. Na osnovi diagnostične ocene pisanja, ki je vsebovala ključne elemente, ki vplivajo na razvoj veščin pisanja, smo za vsakega učenca sestavili kratkotrajni in individualiziran program. Ugotovili smo, da je imel ta program minimalen učinek na razvoj dosežkov pri pisanju v drugem jeziku učencev. Razlog je bil predvsem v prevelikem številu zastavljenih ciljev in v tem, da učenci prihajajo v stik s svojim drugim jezikom (slovenščino) le v šoli, medtem ko doma govorijo v njihovem prvem jeziku. Za ustrezno se je izkazalo, da smo vsak program dela prilagodili potrebam vsakega učenca. Vsi učenci so bili za delo motivirani in so ob zaključku sami izrazili željo, da bi se še večkrat učili na zabaven način. Za uspešno se je izkazala uporaba slikovnega materiala in sprotno preverjanje napredka učencev. Ob zaključku programa so se pokazale določene skupne značilnosti otrok. Učenci imajo težave pri razumevanju slovenskega jezika na področju poslušanja, govorjenja, branja in pisanja. Težave imajo z ločevanjem pogovornega in knjižnega jezika. Učenci se zavedajo svojih težav pri pisanju v slovenščini, vendar so se kljub temu pripravljeni tega učiti, a na zanimiv način. In the field of education, we are being faced with a problem of teaching bilingual and socio-culturally different students, because knowing Slovenian language represents the crucial importance for their successful integration into the new environment and for their success in school. Due to the lack of understanding Slovenian language, immigrant pupils are having a hard time showing and gaining new knowledge. When communicating with their peers they are using social language whilst during class they are obligated to use the abstract learning language, which is structurally very complicated. Troubles in understanding second language result in difficulties in listening, speaking, reading and writing, which are foundations for developing literacy. We included five pupils into the research. They were of different age, their time of living in Slovenia was different and they were from different countries (Albania, Bosnia and Herzegovina, Kosovo). Due to this, there were noticeable differences in their understanding of the Slovenian language. Based on the diagnostic assessment that contained key elements that influence the development or writing skills, we made a short term and individualized program for each pupil. We discovered that this program had very little influence on the development of writing skills in the second language of these pupils. The reason was mostly in the excessive number of goals we had set and in the fact that these pupils only come in contact with their second language (Slovenian) in schools whilst at home they use their first language. When creating the programs, we adjusted them to the specific needs of each pupil, which turned out to be very suitable. All of the pupils were highly motivated and at the end they expressed the desire for more study lessons, where they could learn in a way that is fun. Using pictures and constantly checking their progress was also a very successful approach. When the program was finished, we noticed certain common features in these pupils. They all have troubles in understanding Slovenian language when listening, speaking, reading or writing. They have difficulties separating colloquial and literary language. They are also aware of their difficulties in writing in Slovene but non the less they are willing to learn it – they just prefer it to be fun.