Pogledi vzgojiteljev na poučevanje tujega jezika v vrtcu : diplomsko delo

Glavič, Lara

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Title:	Pogledi vzgojiteljev na poučevanje tujega jezika v vrtcu : diplomsko delo
Authors:	ID Glavič, Lara (Author) ID Brumen, Mihaela (Mentor) More about this mentor...
Files:	VS_Glavic_Lara_2025.pdf (981,82 KB) MD5: 9A4A321790163779D675A42572785662
Language:	Slovenian
Work type:	Bachelor thesis/paper
Typology:	2.11 - Undergraduate Thesis
Organization:	PEF - Faculty of Education
Abstract:	Diplomsko delo obravnava stališča vzgojiteljev do poučevanja tujega jezika v predšolskem obdobju. Poudarek je na njihovih izkušnjah, pristopih, kompetencah in izzivih, s katerimi se srečujejo pri izvajanju teh dejavnosti. Teoretični del se osredotoča na pomen zgodnjega učenja tujega jezika, koristi večjezičnosti, kurikularne smernice ter vlogo vzgojiteljev kot jezikovnih modelov. Empirični del temelji na kvalitativni raziskavi z delno strukturiranimi intervjuji petih vzgojiteljev iz severovzhodne Slovenije, ki poučujejo angleščino ali nemščino kot obogatitveno dejavnost v vrtcu. Ugotovitve naše raziskave kažejo, da vzgojitelji tuji jezik najpogosteje poučujejo skozi igro, pesmi, gibalne dejavnosti in pripovedovanje zgodb. Vzgojitelji poročajo o pozitivnih odzivih otrok in staršev na poučevanje angleščine kot tujega jezika, vendar pa hkrati izpostavljajo potrebo po večji strokovni podpori in dodatnem usposabljanju. Rezultati raziskave kažejo, da vzgojitelji, vključeni v raziskavo, poučujejo tuji jezik v vrtcu kot obogatitveno dejavnost za otroke od 3 do 6 let. Poučevanje poteka v manjših skupinah in vključuje naravno učenje tujega jezika v vsakdanjih situacijah. Vzgojitelji, ki izvajajo poučevanje, so jezikoslovci, učitelji tujega jezika in poudarjajo pomen dodatnega strokovnega izpopolnjevanja. Anketiranci kot izziv poučevanja navajajo pomanjkanje učnih gradiv, financ in sistemske podpore. Pobude za izvajanje poučevanja tujega jezika v vrtcu pogosto prihajajo od vzgojiteljev in staršev; predlogi za izboljšave pa vključujejo večjo strokovno, materialno in zakonodajno podporo. Rezultati raziskave bodo pripomogli k boljšemu razumevanju pristopov k poučevanju tujega jezika v predšolskem obdobju ter potencialnim izboljšavam izobraževanja vzgojiteljev na tem področju.
Keywords:	predšolska vzgoja, tuji jezik, večjezičnost, vzgojitelji, zgodnje učenje jezikov
Publication status:	Published
Publication version:	Version of Record
Place of publishing:	Maribor
Place of performance:	Maribor
Publisher:	L. Glavič
Year of publishing:	2025
Number of pages:	1 spletni vir (1 datoteka PDF (XIII, 70 str.))
PID:	20.500.12556/DKUM-92890
UDC:	373.2:81'243(043.2)
COBISS.SI-ID:	240096003
Publication date in DKUM:	20.06.2025
Views:	291
Downloads:	90
Metadata:
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:	22.05.2025

Secondary language

Language:	English
Title:	Preschool teachers' perspectives on foreign language teaching in kindergarten
Abstract:	The thesis explores preschool teachers’ attitudes toward foreign language instruction in early childhood education, with a focus on their experiences, teaching approaches, competencies, and the challenges they encounter. The theoretical part highlights the importance of early foreign language learning, the benefits of multilingualism, relevant curricular guidelines, and the role of preschool teachers as linguistic models. The empirical part presents findings from a qualitative study based on semi-structured interviews with five preschool teachers from northeastern Slovenia who teach English or German as an enrichment activity in kindergartens. The results indicate that foreign languages are most frequently taught through play, songs, movement-based activities, and storytelling. The pre-school teachers report positive responses from both children and parents regarding English as a foreign language instruction, while also highlighting the need for greater professional support and additional training. The research shows that the participating educators teach foreign languages to children aged 3 to 6 as an enrichment activity within small groups. Instruction is integrated into daily routines to foster natural language acquisition. These activities are carried out by linguists and trained foreign language teachers, who stress the importance of continuous professional development. Reported challenges include a lack of teaching materials, insufficient funding, and limited systemic support. Initiatives for introducing foreign language instruction in kindergartens often originate from the teachers themselves or from parents. Suggestions for improvement include increased professional, material, and legislative support. The findings contribute to a deeper understanding of foreign language teaching practices in early childhood and offer insights for enhancing preschool teacher education in this field.
Keywords:	preschool education, foreign language, multilingualism, preschool teachers, early language learning

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