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Title:Stališča vzgojiteljev in učiteljev do poučevanja tujega jezika ob prehodu iz vrtca v osnovno šolo : diplomsko delo
Authors:ID Lokovšek, Barbara (Author)
ID Brumen, Mihaela (Mentor) More about this mentor... New window
Files:.pdf VS_Lokovsek_Barbara_2024.pdf (1,49 MB)
MD5: F3D584E85D7377B7107F3D18F679ED75
 
Language:Slovenian
Work type:Bachelor thesis/paper
Typology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Abstract:Diplomsko delo raziskuje in primerja stališča vzgojiteljev in učiteljev do poučevanja tujega jezika v otroštvu, in sicer ob prehodu iz vrtca v osnovno šolo. Teoretični del diplomskega dela proučuje učenje tujih jezikov v zgodnjem otroštvu tako v Evropi kot tudi v Sloveniji. Opisane so kompetence vzgojiteljev oziroma učiteljev in predstavljene podobne raziskave, ki so že bile izvedene na tem področju. Ugotovitve kažejo, da imajo tako vzgojitelji kot učitelji pozitiven odnos do učenja tujih jezikov v (zgodnjem) otroštvu. Zaposleni v obeh ustanovah se strinjajo, da naj bi se otroci učili tuji jezik tako v predšolskem obdobju kot v prvem razredu, kot najprimernejši čas za začetek učenja tujega jezika pa so izpostavili vrtec. Prav tako anketiranci menijo, da znanje tujega jezika, pridobljeno v predšolskem obdobju, pomaga pri kasnejšem učenju, in se strinjajo, da je tuji jezik otrokom zanimiv. Večina anketirancev se strinja, da bi morali imeti vzgojitelji dodatno izobrazbo ali certifikat za poučevanje tujega jezika v vrtcu. Anketiranci tudi vidijo potrebo po dodatnem izobraževanju, če bi poučevanje tujega jezika postalo obvezno v vrtcu oziroma v prvem razredu osnovne šole. Ti rezultati raziskave poudarjajo potrebo po izboljšanju izobraževalnih programov in dodatnem usposabljanju vzgojiteljev in učiteljev za učinkovito poučevanje tujega jezika v (zgodnjem) otroštvu.
Keywords:stališča vzgojiteljev in učiteljev, zgodnje učenje tujega jezika, kompetence vzgojiteljev in učiteljev za zgodnje poučevanje tujega jezika, pomembnost znanja tujega jezika, prednosti zgodnjega učenja
Place of publishing:Maribor
Place of performance:Maribor
Publisher:[B. Lokovšek]
Year of publishing:2024
Number of pages:1 spletni vir (1 datoteka PDF (IX, 82 str.))
PID:20.500.12556/DKUM-89758 New window
UDC:373.2/.3:81'243(043.2)
COBISS.SI-ID:210104067 New window
Publication date in DKUM:03.10.2024
Views:185
Downloads:94
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:09.08.2024

Secondary language

Language:English
Title:Pre-School and primary school teachers' attitudes towards foreign language education on the transition from kindergartens to primary schools
Abstract:The purpose of this thesis is to explore and compare the perspectives of preschool teachers and primary school teachers towards teaching foreign languages to young children, particularly during the transition from preschool to primary school. In the theoretical part, we examined early childhood foreign language learning in both Europe and Slovenia. We outlined the competencies and reviewed existing research on this topic. The findings show that both preschool and primary school teachers generally have a positive attitude toward early foreign language learning and teaching. Both groups agree that children should learn a foreign language during preschool or in the first grade of primary school, with preschool being emphasized as the most suitable time to start learning. Additionally, respondents believe that foreign language knowledge acquired in preschool aids later learning and agree that foreign languages are engaging for young learners. Most respondents agree that preschool teachers should have additional qualifications or certification to teach foreign languages in preschools. They also see a need for further training if teaching foreign languages were to become mandatory in preschools or in the first grade of primary school. These research findings emphasize the need to improve educational programs and provide additional training for preschool and primary school teachers to effectively teach foreign languages to young children.
Keywords:Keywords: attitudes of educators, early foreign language learning, competencies of educators for early foreign language teaching, importance of foreign language knowledge, benefits of early language learning


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