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Title:Romski učenci in učenje tujega jezika v osnovni šoli
Authors:ID Kolarič, Urška (Author)
ID Brumen, Mihaela (Mentor) More about this mentor... New window
Files:.pdf MAG_Kolaric_Urska_2018.pdf (943,78 KB)
MD5: D613037D82EC5D444487836DA8419629
PID: 20.500.12556/dkum/f989a6df-ebcf-42e4-86be-72e5e8e5d9c4
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:V magistrskem delu smo se osredotočili na učenje tujega jezika (angleščine) romskih otrok v četrtem in petem razredu osnovne šole. V teoretičnem delu se posvečamo predvsem vzgoji in izobraževanju romskih otrok v Sloveniji, vlogi učitelja pri uspešnem vključevanju romskih otrok v vzgojno – izobraževalni sistem ter dejavnikom učne uspešnosti/neuspešnosti romskih učencev na področju učenja tujega jezika. Opisali smo tudi strokovne smernice za izobraževanje otrok tujcev v osnovnih šolah v Sloveniji, saj so v veliko pomoč učiteljem, ki delajo z učenci tujci, in tudi učenci romske narodnosti. V zadnjem delu teoretičnega dela magistrske naloge pa se osredotočamo na učenje tujega jezika. Izpostavljamo pomembnost maternega jezika pri poučevanju tujega jezika, podobnosti in razlike pri usvajanju maternega in tujega jezika, opisujemo motivacijo in strategije poučevanja tujega jezika v otroštvu. V empiričnem delu magistrske naloge, smo opazovali pouk angleškega jezika v razredu, v katerega so vključeni tudi romski učenci ter izvedli intervju z učiteljicama angleščine, ki poučujeta dva opazovana razreda. Zanimalo nas je, v kolikšni meri se vzgojno izobraževalni sistem prilagaja ter vključuje v pouk tujega jezika romske učence. Na osnovi opazovalnega lista smo opazovali 5 učnih ur v četrtem in 5 učnih ur v petem razredu. Ugotovili smo, da učiteljici tujega jezika v veliki meri ne prilagajata učnega procesa romskih učencem, ampak so deležni enakih prilagoditev kot drugi, glede na stopnjo znanja. Na osnovi opazovanja ugotavljamo, da imajo romski učenci največje težave pri branju in pisanju v angleščini, najboljše pa so se izkazali pri govornih in slušnih zmožnostih.
Keywords:romski učenci, tuji jezik, angleščina, učna uspešnost
Place of publishing:Maribor
Publisher:[U. Kolarič]
Year of publishing:2018
PID:20.500.12556/DKUM-72683 New window
UDC:373.3(=214.58)(043.2):811.111ʼ24
COBISS.SI-ID:24203528 New window
NUK URN:URN:SI:UM:DK:AVWLXJR6
Publication date in DKUM:13.12.2018
Views:2224
Downloads:220
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:15.10.2018

Secondary language

Language:English
Title:Roma pupils and learning foreign languages in primary school
Abstract:In the master's thesis, we focused on Roma children in the fourth and fifth grades of elementary school who are learning a foreign language (English). The theoretical part focuses on the education and training of Roma children in Slovenia, the role of teachers in the successful integration of Roma children into the educational system, and the learning performance of Roma pupils in foreign language learning. We also intorduce professional guidelines for the inclusion of children of foreigners in elementary schools in Slovenia. They are of great help to teachers working with pupils-foreigners as well as pupils of Roma nationality. Furthermore, we focus on learning a foreign language. We emphasize the importance of the use of a mother tongue in teaching a foreign language, the similarities and differences, describing the motivation and strategies of teaching a foreign language at early age. In the empirical part of the master's thesis we observed English classes with Roma pupils, and conducted an interview with the English teachers of the observed classes. We were interested in how the English classes are being adapted to and includes Roma pupils in foreign language learning. On the basis of the observation list we observed 5 lessons in the fourth and 5 lessons in the fifth grade. We have established that the foreign language teachers largely fail to adapt the learning process to Roma pupils. However, they receive the same adjustments as others which depend on their knowledge level. Based on the observation, we conclude that Roma pupils have the most difficulties in reading and writing in English, and they perform best when speaking and listening.
Keywords:Roma pupils, foreign language, English, learning performance


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