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Title:Medpredmetnost in jezik v razredu pri pouku angleščine kot tujega jezika v 1. vzgojno-izobraževalnem obdobju : magistrsko delo
Authors:ID Marovt, Minca (Author)
ID Brumen, Mihaela (Mentor) More about this mentor... New window
Files:.pdf MAG_Marovt_Minca_2024.pdf (2,94 MB)
MD5: 69236FBB166232976481FC5F2BB4F66C
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:V magistrski nalogi smo raziskovali možnosti medpredmetnega povezovanja angleščine kot tujega jezika v 1. vzgojno-izobraževalnem obdobju osnovne šole (nadalje 1. VIO OŠ) z učnimi predmeti šport, spoznavanje okolja, matematika, glasbena in likovna umetnost. V teoretičnem delu magistrske naloge smo se osredotočili na opredelitev medpredmetnega povezovanja, spoznavanje ravni in stopenj medpredmetnega povezovanja, nekaj besed smo namenili načrtovanju in izvajanju pouka z vključevanjem medpredmetnosti, raziskovali pa smo tudi možnosti medpredmetnega povezovanja angleščine kot tujega jezika z ostalimi učnimi predmeti v 1. VIO OŠ. Pojasnili smo pristop CLIL ter pomen usvajanja tujejezikovnih struktur v razredu in slovarskega načina poučevanja tujega jezika. Teoretični del magistrske naloge smo strnili s poglavjem o pomenu medpredmetnega povezovanja pri poučevanju angleščine kot tujega jezika na razredni stopnji OŠ. V empiričnem delu magistrske naloge smo ustvarili slovarje, ki vsebujejo jezikovne strukture v slovenskem in angleškem jeziku. Pripravljeni slovarji so namenjeni učiteljem, ki poučujejo angleščino kot tuji jezik v 1. VIO OŠ ter želijo uporabo tujega jezika povezati z vsebinami, temami in cilji drugih predmetnih področij, in sicer z učnimi predmeti: šport, spoznavanje okolja, matematika, glasbena in likovna umetnost. Pri izboru jezikovnih struktur so nam bili v pomoč učni načrti izbranih učnih predmetov. Oblikovali smo tudi lastne kriterije, s pomočjo katerih smo zbrali jezikovne strukture, ki jih učitelji najpogosteje uporabljajo pri različnih predmetnih področjih in jih lahko učitelji tujega jezika vključijo v svoj pouk. Slovarji so lahko v pomoč tudi učencem priseljencem, saj jim omogočajo lažje razumevanje in usvajanje osnovnih jezikovnih struktur v slovenščini kot jeziku okolja.
Keywords:medpredmetnost, jezik v razredu, poučevanje angleščine kot tujega jezika, 1. vzgojno-izobraževalno obdobje, CLIL, teoretični del, opredelitev medpredmetnega povezovanja, interdisciplinarno poučevanje, načelo celovitosti, stopnje medpredmetnega povezovanja, načrtovanje medpredmetnega povezovanja, ravni medpredmetnega povezovanja, vertikalno in horizontalno medpredmetno povezovanje, pri pouku angleščine kot tujega jezika, medpredmetno povezovanje na vsebinski ravni, medpredmetno povezovanje na konceptualni ravni, načrtovanje in izvajanje medpredmetnega povezovanja, možnosti medpredmetnega povezovanja, povezovanje učnih predmetov, medpredmetno povezovanje spodbuja, strategij medpredmetnega povezovanja, program osnovna šola, razvijanju ključnih kompetenc, vsebinsko in jezikovno integrirano učenje, pomoč učiteljem, učni predmeti, šport, spoznavanje okolja, matematika, glasbena umetnost, likovna umetnost, tematski slovarji
Place of publishing:Maribor
Place of performance:Maribor
Publisher:[M. Marovt]
Year of publishing:2024
Number of pages:1 spletni vir (1 datoteka PDF (XIV, 167 str.))
PID:20.500.12556/DKUM-89618 New window
UDC:37.091.3:811.111'243(043.2)
COBISS.SI-ID:205742083 New window
Publication date in DKUM:29.08.2024
Views:225
Downloads:98
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:29.07.2024

Secondary language

Language:English
Title:Cross-Curricular integration and classroom language in teaching English as a foreign language at the primary level
Abstract:In our master's thesis, we explored the possibilities of interdisciplinary integration of English as a foreign language in the first educational period of primary school (referred to as the 1st EPP of PS), specifically with the subjects of physical education, environmental studies, mathematics, music, and art. In the theoretical part of the thesis, we defined interdisciplinary integration, examined its levels and stages, discussed lesson planning and implementation incorporating interdisciplinarity, and explored the possibilities of how English as a foreign language can be integrated with other subjects in the 1st EPP of PS. We explained the CLIL approach, emphasized the importance of classroom language and discussed the lexical approach to foreign language teaching. We concluded the theoretical part by highlighting the importance of interdisciplinary integration in teaching English as a foreign language at the primary school level. In the empirical part of the master's thesis, we created glossaries containing language structures in Slovenian and English. These glossaries are intended for teachers who teach English as a foreign language in the 1st EPP of PS and wish to connect the foreign language with the contents, themes, and goals of other subjects, specifically physical education, environmental studies, mathematics, music, and art. The selection of language structures was guided by the curricula of these subjects. Additionally, we developed criteria to identify the language structures most frequently used in various subjects and that foreign language teachers can incorporate into their lessons. These glossaries can also assist immigrant students by facilitating an easier understanding and acquisition of basic language structures in Slovenian, language of their new environment.
Keywords:cross-curricular integration, classroom language, teaching English as a foreign language, the primary level, CLIL, theoretical part, definition of interdisciplinary integration, interdisciplinary teaching, principle of integrity, levels of interdisciplinary integration, planning of interdisciplinary integration, levels of interdisciplinary integration, vertical and horizontal interdisciplinary integration, in the teaching of English as a foreign language, interdisciplinary integration at the content level, interdisciplinary integration at the conceptual level, planning and implementation of cross-curricular integration, possibilities of cross-curricular integration, integration of subjects, cross-curricular integration is encouraged, strategies of cross-curricular integration, elementary school program, development of key competences, content and language integrated learning, help for teachers, subjects, sports, learning about the environment, mathematics, music, arts, dictionaries


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