Slovenes live as an autochthonous minority in neighbouring countries of Italy,
Austria, Hungary and Croatia. The common European space allows them to
develop a cultural area with far-reaching ...implications. An analytical review of
Slovenian minorities through the content of curricula of primary and
secondary schools examined the presence of topics related to them.
Researchers that analysed the school curricula and textbooks with a special
questionnaire for pupils, students and general population assessed the current
situation in school practice. Following the processing of quantitative data and
consultation meetings with experts changes and additions to the curricula of
primary and secondary schools were proposed.
Slovenci v zamejstvu kot avtohtona manjšina živijo v obmejnih območjih Italije, Avstrije, Madžarske in Hrvaške. Skupni evropski prostor jim omogoča razvoj kulturnega prostora z daljnosežnimi ...implikacijami. Analitičen pregled obravnave slovenskega zamejstva skozi prizmo vsebin, ki jo določajo učni načrti osnovnih in srednjih šol, dejansko izkazuje navzočnost njim namenjene tematike. Raziskovalci so pregledali vsebine osnovnošolskega in srednješolskega kurikula in učbenikov, s pomočjo posebnega vprašalnika za učence, dijake in javnost pa pridobili védenja o dejanskem stanju v šolski praksi. Po obdelavi kvantitativnih podatkov in posvetovalnih srečanjih s strokovnjaki so izdelali predloge sprememb učnih načrtov in izboljšav osnovnošolskega in srednješolskega kurikula.
The paper focuses on education language policy in Slovene Istria and of Slovenia in Italy. On both sides of the Slovene-Italian border there is an ethnically mixed population of Italians and ...Slovenes, an Italian minority in Slovenia, and a Slovene minority in Italy. On both sides of the border apparently similar systems of bilingual education have been developed: schools with the minority language as the language of instruction. The authors discuss some data from a study performed in the period from 2006-2008 among eighth-grade pupils of primary schools along the Slovene-Italian border where the two different socio-ethnic groups are in close contact. Pupils on both sides of the border were tested to establish their levels of knowledge of the Slovene language (as L1 and L2), and of Italian (as L1 and L2). The conclusion includes suggestions regarding the extent of the need to upgrade bilingual educational models applied in these mixed border areas in accordance with the goals of minority preservation, protection and development as an added value of bilingual environments.
Nelle politiche linguistiche e culturali delle strategie comunitarie, il discorso sulle identità del singolo (identità nazionale, culturale, linguistica, regionale...) presenta un potenziale punto ...d'intesa. Nel complesso delle attività che le politiche comunitarie propongono, risulta che una speciale attenzione è riservata alla tutela di alcune di esse (per esempio quella nazionale e linguistica). Si attivano quindi, simultaneamente, mezzi e conoscenze per instaurare la condivisione di un'unica cittadinanza e di una comune economia per creare una crescita culturale in un'entità organica. L'Europa è caratterizzata da culture e tradizioni simili e da una storia che accomuna tutte le nazioni che ne fanno parte. Il passato delle nazioni è contrassegnato dalla ricchezza dei valori paneuropei: valori politici, sociali, culturali, umani. La memoria, soprattutto la memoria storica, è fatta di un materiale essenziale atto a costruire e composto di elementi specifici insostituibili. Vi si trovano valori da salvaguardare e da distribuire. Uno dei vantaggi del continente Europa è il fatto di avere un passato, anche se, a tratti, conflittuale a causa delle specificità delle singole nazioni. La componente regionale e quella locale costituiscono un prezioso scrigno culturale paneuropeo le cui ricchezze emergono nel dialogo interculturale. Ci sono luoghi e tempi per cercare la creatività artistica, la curiosità scientifica, la forza intellettuale del singolo e dei gruppi che potranno far emergere nuove idee, proposte, progetti e strategie per arrivare al bene comune. La scuola è uno dei luoghi intesi come laboratori culturali. Il processo d'innovazione in atto all'interno del sistema scolastico supporta senz'altro la scuola nell'adempimento della sua funzione di operatore educativo comunitario e, allo stesso tempo, di tutore dei beni culturali e delle identità regionali.
For the last few decades we have witnessed an increased interest in introducing foreign languages at early stages of education. The introduction of a foreign language at pre-school level may occur in ...an integrated manner or in the form of additional activities which is also reflected in the pre-school curriculum. However, in both cases, special attention should be given to the development of listening skills, especially to phonological awareness. This paper presents a model for developing phonological awareness skills in learning English as a foreign language which can be adapted for different types of pre-school programmes and other foreign languages. The implementation of the outlined activities may facilitate children’s literacy development both in their first and foreign language.
The values of civilisation, the spirit of umanism and general human norms in Europe and beyond arepart of the efforts aimed at a harmonious coexistence of languages, cultures and nations. Various ...social institutionsrequire a means of common communication, seen as a shared understanding of a common goal that is themanifestation of common interests. On the other hand, any language is culturally rich in the sense that it containslinguaculture (Agar, 1994; Risager, 2008) or ‘culture in language’. Language communication is not only aboutmastering the language code and the respective culture, but it is also about applying the contents and its meaning,as well as the relationships between speakers which manifest the confrontation of their cultures and languages(Čok, 2008). By acquiring relevant linguistic and intercultural skills and competencies, individuals as well as socialgroups will be able to establish communication links needed for efficient cooperation. Cooperation and theexchange of knowledge and experiences, the mobility of people and ideas are the key factors in promotingknowledge, achievements and creative innovations. The new approaches in teaching and learning languages aredesigned to produce a plurilingual communicator, the intelligent listener and the intercultural mediator. AEuropean strategy for cross-cultural and plurilingual education must be rethought and presented for debate. Asrelations between the state, society and culture change, the interface between social and political contexts requiresnew management procedures. Broader cultural capabilities are required for politicians, civil servants and armyleaders. They have to be able to adapt successfully to any cultural setting. Meeting this capability, the developmentof culture-general knowledge and skills as a necessary complement to language skills and regional knowledge arerequired.
La tesi postlaurea "Contributo alia didattica della lingua italiana come lingua seconda" è frutto di esperienze raccolte dall'autrice nell'insegnamento della lingua italiana come L2, nonché sintesi ...riflessiva dellavoro empirico che l'educazione al bilinguismo le ispirava. L'insegnamento della lingua italiana nell'ambiente bilingue e biculturale dell'Istria deve differire dall'insegnamento dell'italiano come lingua straniera. Esso si pone finalità immediate (L'italiano è lingua veicolare) e fmalità a lungo termine (L'italiano è una delle due lingue- culture del bilingue). Esso ha obiettivi cognitivi (L'italiano è scienza), sociali e etnolinguistici (L'educazione bilingue è fattore di transculturismo). L'autrice in prima persona ha avuto modo e opportunita di avvedersene, sia come collaboratrice nella stesura dei programmi per la lingua seconda, che come autrice di libri di testo per l'insegnamento di questa lingua, e relatrice in diversi tipi di aggiornamento professionale per insegnanti di lingua italiana elaborando, sperimentando e verificando le specificità dell'insegnamento della lingua italiana come L2 . II suo contributo alla teoria dell'educazione bilingue e le proposte per rendere l'insegnamento della lingua italiana come L2 efficace e valido, sono i1 nucleo della tesi.
For the last few decades we have witnessed an increased interest in introducing foreign languages at early stages of education. The introduction of a foreign language at pre-school level may occur in ...an integrated manner or in the form of additional activities which is also reflected in the pre-school curriculum. However, in both cases, special attention should be given to the development of listening skills, especially to phonological awareness. This paper presents a model for developing phonological awareness skills in learning English as a foreign language which can be adapted for different types of pre-school programmes and other foreign languages. The implementation of the outlined activities may facilitate children's literacy development both in their first and foreign language.
A few reflections are shared on the tension between regionalism & pan-European identity in the European Union (EU). It is noted that despite common & shared cultural heritage, many conflicts in the ...past were caused by the clash of national & regional interests. The principle "uniting the common to preserve diversity" guiding current EU policies is explained, stressing the importance of intercultural dialog & international collaboration. The importance of language & culture to ethnic identity is recognized, making a plea for protecting small cultures from the negative consequences of globalization & promulgating European integration policies that are respectful of lesser languages; the prospects of English becoming a lingua franca in Europe are viewed as "disastrous" to those ethnic languages on the continent that cannot defend themselves with literary prestige or political/economic power. It is proposed that while common European values are promoted & fostered, traditional regionalism, local culture, & dialects benefit from specially designed protective measures. Z. Dubiel
In these excerpts from a postgraduate thesis presented & defended at the U of Ljubljana in 1988, the theoretical & practical aspects of Slovene-Italian bilingualism in Istria are addressed with ...special attention to the sociolinguistic & psycholinguistic peculiarities of bilingual education in this region of Yugoslavia. The social & individual dimensions of bilingualism & the psycholinguistic & sociolinguistic factors of bilingual acquisition are examined; institutionalized bilingualism & bilingual (Slovene-Italian) language policies in Slovenia & Yugoslavia are outlined. Methodological suggestions are made to enhance the didactics of Italian as a second language in the bilingual environment of Istria. 29 References. Z. Dubiel
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