{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:DOC-T6X5YPQV/508e91f6-38ae-45f0-a4c8-8720b876fd81/PDF","dcterms:extent":"507 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:DOC-T6X5YPQV/427da754-5c00-4cb4-94f1-67cd15b3617c/TEXT","dcterms:extent":"0 KB"}],"edm:TimeSpan":{"@rdf:about":"2011-2025","edm:begin":{"@xml:lang":"en","#text":"2011"},"edm:end":{"@xml:lang":"en","#text":"2025"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:DOC-T6X5YPQV","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-IJUSDYCD"},{"@xml:lang":"sl","#text":"CEPS journal"}],"dcterms:issued":"2024","dc:creator":"Čok, Tina","dc:format":{"@xml:lang":"sl","#text":"str. 89-115"},"dc:identifier":["DOI:10.26529/cepsj.1831","COBISSID_HOST:208843779","ISSN:2232-2647","URN:URN:NBN:SI:doc-T6X5YPQV"],"dc:language":"en","dc:publisher":{"@xml:lang":"sl","#text":"= University of Ljubljana Press"},"dc:subject":[{"@xml:lang":"en","#text":"cognitive-inclusive didactics"},{"@xml:lang":"en","#text":"collaborative learning"},{"@xml:lang":"sl","#text":"Didaktika"},{"@xml:lang":"sl","#text":"Jeziki"},{"@xml:lang":"sl","#text":"jezikovna integracija"},{"@xml:lang":"sl","#text":"kognitivno-inkluzivna didaktika"},{"@xml:lang":"en","#text":"language(s) of schooling"},{"@xml:lang":"en","#text":"linguistic integration"},{"@xml:lang":"sl","#text":"sodelovalno učenje"},{"@xml:lang":"sl","#text":"učni jezik(i)"},{"@xml:lang":"sl","#text":"Vrstniško poučevanje"}],"dcterms:temporal":{"@rdf:resource":"2011-2025"},"dc:title":{"@xml:lang":"sl","#text":"Survey on the attitudes of school community members regarding the role of the language(s) of schooling in the integration process of pupils with an immigrant background in Slovenia| Raziskava o stališčih članov šolske skupnosti do vloge učnega(ih) jezika(ov) v procesu vključevanja učencev s priseljenskim ozadjem v Sloveniji|"},"dc:description":[{"@xml:lang":"sl","#text":"In  terms  of  integration  policy,  Slovenia  is  considered  a  country  that  pro-motes  the  integration  of  children  with  an  immigrant  background  into  schools  as  quickly  as  possible.  However  fast  the  integration  process  may  be,  languages  always  play  a  key  role  in  the  education  of  pupils  with  an  immigrant  background  and  teachers  need  to  adapt  to  their  different  lan-guage needs and literacy levels. Furthermore, it is important that teachers use teaching methods that promote pupils’ linguistic development in their mother tongue as well. In this paper, we present the results of research on the role of languages of schooling in the success of all pupils in Slovenian primary education institutions, with a focus on those with an immigrant background.  To  achieve  this  goal,  we  conducted  an  anonymous  survey  (n = 78) among teachers and support staff and interviewed principals from nine  Slovenian  primary  schools.  The  main  aim  of  the  survey  and  inter-views  was  to  investigate  the  status  and  understanding  of  the  role  of  the  languages of schooling in the context of the newly proposed cognitive-in-clusive language didactics based on collaborative learning. The study found that while school staff recognise the importance of multilingual education and  linguistic  integration,  there  are  significant  gaps  in  training  and  sup-port mechanisms for teachers. Although schools generally support the use of multiple languages, there is a lack of cross-language awareness and vis-ible promotion of multilingualism in the school environment. The findings of  the  study  suggest  the  need  to  introduce  comprehensive,  standardised  training and support for teachers that focuses on improving cross-language awareness and inclusive educational practices, which can ultimately lead to better  integration  outcomes  for  immigrant  pupils  and  enrichment  of  the  educational environment for all members of the community"},{"@xml:lang":"sl","#text":"Z vidika integracijske politike velja Slovenija za državo, ki spodbuja čim hitrejše vključevanje otrok s priseljenskim ozadjem v šole. Ne glede na to, kako hiter je proces vključevanja, je vloga jezikov pri izobraževanju učencev s priseljenskim ozadjem bistvena, učitelji pa se morajo prilaga-jati  učenčevim  različnim  jezikovnim  potrebam  in  ravnem  pismenosti.  Pri  tem  je  prav  tako  pomembno,  da  učitelji  uporabljajo  učne  metode,  ki  spodbujajo  jezikovni  razvoj  učencev,  tudi  v  njihovem  maternem  je-ziku. V prispevku predstavljamo rezultate raziskave, izvedene v devetih slovenskih osnovnošolskih ustanovah, o vlogi učnih jezikov pri uspehu vseh  učencev,  s  poudarkom  na  učencih  s  priseljenskim  ozadjem.  V  ta  namen smo izvedli (anonimno) anketo (n = 78) med učitelji in strokov-nimi delavci ter intervjuvali ravnatelje devetih slovenskih osnovnih šol. Glavni namen ankete in intervjujev je bil raziskati stanje in razumevanje vloge  učnih  jezikov  v  kontekstu  novopredlagane  kognitivno-inkluziv-ne  didaktike  jezikov,  ki  temelji  na  sodelovalnem  učenju.  Raziskava  je  pokazala, da se učitelji ter vodstveni in strokovni delavci sicer zavedajo pomena večjezičnega izobraževanja in jezikovne integracije, vendar ob-stajajo precejšnje vrzeli pri usposabljanju in podpornih mehanizmih za učitelje.  Čeprav  šole  na  splošno  podpirajo  rabo  več  jezikov,  v  šolskem  okolju  primanjkuje  medjezikovnega  zavedanja  in  vidnega  spodbuja-nja  večjezičnosti.  Ugotovitve  študije  kažejo,  da  je  treba  uvesti  celostno  standardizirano usposabljanje in podporo za učitelje, ki sta usmerjena v izboljšanje medjezikovnega zavedanja in povečanje inkluzivnih izobra-ževalnih  praks,  ki  lahko  izboljšajo  proces  vključevanja  učencev  prise-ljencev in obogatijo izobraževalno okolje za vse člane šolske skupnosti"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:DOC-T6X5YPQV","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:DOC-T6X5YPQV"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:DOC-T6X5YPQV/508e91f6-38ae-45f0-a4c8-8720b876fd81/PDF"},"edm:rights":{"@rdf:resource":"http://creativecommons.org/licenses/by/4.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Univerza v Ljubljani, Pedagoška fakulteta"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:DOC-T6X5YPQV/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:DOC-T6X5YPQV"}}}}