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Educators’ collaboration in teaching Slovenian language to immigrant learners at primary school

Pavlina Ošlak (2016) Educators’ collaboration in teaching Slovenian language to immigrant learners at primary school. MSc thesis.

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    The thesis discusses educators’ collaboration in teaching Slovenian language to first-generation immigrant learners in order to provide a more equal learning environment in an intercultural primary school classroom. The theoretical part of the thesis focuses on the implementation of the principle of primary school interculturality, which should be supported by the state in terms of systemic and professional solutions for the purpose of ensuring equality to all different cultures. Communication among different cultures in primary school environment often leads to misunderstandings, which effect the cultural identity of an individual. Intercultural co-existence is supported by efficient pedagogical work in three areas: lesson planning, conduction of lessons and cooperation with colleagues. Action research of lessons encourages educators to become change agents, which then promotes their collaboration. The empirical part of the thesis researched the extent to which first-generation immigrant learners from the regions of former Yugoslavia felt accepted in the school system and the effect of their lack of knowledge of the language used in classroom. The research was conducted on the basis of qualitative methodology in two parallel action rounds. The first action round researched the existing state of mind of the learners when attending classes and cooperation of certain educators. The second action round introduced changes to one-to-one lessons of Slovenian as a foreign language with cooperation of educators in order to improve the learning outcome of the first-generation immigrant learners. Both research approaches confirmed that the immigrant learners felt accepted and connected to their peers and that they learned Slovenian faster with professional support of different teachers. An analysis has revealed significant details on the nature of the dialogue between the teacher and the immigrant learner in one-to-one lessons of Slovenian language as well as the importance of continuous collaboration of educators in the sharing of their experience in the processing and implementation of educational goals. The theory based on both rounds has revealed a gap: the lessons of Slovenian for immigrant learners in the 4th and 5th grades were not conducted systematically, consequently the immigrant learners misunderstood learning terminology in the foreign language and thus found it harder to follow the learning process. The latter confirms the importance of daily cooperation of special education teachers with class teachers and individual subject teachers in the teaching of Slovenian language to first-generation immigrant learners in order to assist them in understanding the learning contents in Slovenian.

    Item Type: Thesis (MSc thesis)
    Keywords: interculturality, primary school, immigrant learners, teachers in primary school, collaboration, teaching Slovenian language, intercultural dialogue
    Number of Pages: 139
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    doc. dr. Špela RazpotnikMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=11352393)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 4204
    Date Deposited: 29 Nov 2016 11:01
    Last Modified: 29 Nov 2016 11:01
    URI: http://pefprints.pef.uni-lj.si/id/eprint/4204

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