{"?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-DT178ZVE/2173122d-989b-4e1b-8bf6-e39832969682/HTML","dcterms:extent":"43 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-DT178ZVE/363131de-8326-4436-99f1-f6c355c343ae/PDF","dcterms:extent":"129 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-DT178ZVE/998b55d2-0564-4d2c-89b6-9e194cede23a/TEXT","dcterms:extent":"42 KB"}],"edm:TimeSpan":{"@rdf:about":"2005-2025","edm:begin":{"@xml:lang":"en","#text":"2005"},"edm:end":{"@xml:lang":"en","#text":"2025"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-DT178ZVE","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-M10OPZYO"},{"@xml:lang":"sl","#text":"Sodobna pedagogika"}],"dcterms:issued":"2010","dc:creator":"Knaflič, Livija","dc:format":[{"@xml:lang":"sl","#text":"številka:2"},{"@xml:lang":"sl","#text":"letnik:61 = 127"},{"@xml:lang":"sl","#text":"str. 280-294"}],"dc:identifier":["ISSN:0038-0474","COBISSID:1441894","URN:URN:NBN:SI:doc-DT178ZVE"],"dc:language":"sl","dc:publisher":{"@xml:lang":"sl","#text":"Zveza društev pedagoških delavcev Slovenije"},"dc:subject":[{"@xml:lang":"en","#text":"bilingualism"},{"@xml:lang":"sl","#text":"dvojezičnost"},{"@xml:lang":"en","#text":"literacy"},{"@xml:lang":"sl","#text":"opismenjevanje"},{"@xml:lang":"sl","#text":"pismenost"},{"@xml:lang":"sl","#text":"priseljenci"},{"@xml:lang":"sl","#text":"učenci"},{"@xml:lang":"sl","#text":"vzgoja in izobraževanje"},{"@rdf:resource":"http://www.wikidata.org/entity/Q8236"}],"dcterms:temporal":{"@rdf:resource":"2005-2025"},"dc:title":{"@xml:lang":"sl","#text":"Pismenost in dvojezičnost|"},"dc:description":[{"@xml:lang":"sl","#text":"Literacy and language are tools for learning. Not all children learn to read and write in their mother tongue. There is an estimate, that more than a half of school children around the world are bilingual; bilingualism is becoming frequent in Slovenian schools too. The paper demonstrates dimensions of literacy and bilingualism and their interaction in the process of schooling. Among bilingual children in our schools we have minority (Hungarian, Italian and Roma children) and migrant children, who are vulnerable group and at risk of chool underachievement. Migrant children usually meet the Slovenian language at the begining of their schooling. At once they have double task: acquisition of knowledge in a language they are not proficient in and to learn the language. Migrant families are usually busy with economic survival and adaptation to the new environment and they do not know the school system enough to be able to help the child. Experience shows the help for migrant children is more effective when all participants: the child, the family and the school, are included. It would be useful for teachers and school staff to receive propriate training for better organization and effectiveness of school work"},{"@xml:lang":"sl","#text":"Pismenost in jezik sta temeljni orodji za učenje in pridobivanje znanja. Vsak otrok se ne opismenjuje v maternem jeziku. Ocenjuje se, da je med šolskimi otroki po svetu več kot polovica dvojezičnih otrok; opažamo, da je dvojezičnost vedno pogostejši pojav tudi v slovenski šoli. V prispevku so predstavljene razsežnosti pismenosti in dvojezičnosti ter povezanost obeh v procesu šolanja. Med dvojezičnimi otroki pri nas prevladujejo otroci narodnostnih skupnosti (madžarski, italijanski) ter romski otroci in otroci priseljencev. Le-ti predstavljajo občutljivo skupino, ki je rizična za šolski neuspeh. Otroci priseljencev se večinoma s slovenskim (učnim) jezikom srečajo ob vstopu v šolo. Takrat so postavljeni pred dve nalogi: obvladovanje učne snovi v jeziku, ki ga še ne poznajo, in usvajanje učnega jezika. Družinsko okolje zaradi preobremenjenosti z zagotavljanjem življenjskih razmer, prilagajanjem na novo okolje, pa tudi zaradi nepoznavanja šolskega sistema največkrat ni zmožno pomagati pri šolanju svojih otrok. Izkušnje kažejo, da je pomoč otrokom priseljencev najbolj učinkovita, če pri njej sodelujejo otrok, družina in šola. Za učinkovito delo z otroki priseljencev in organizacijo pouka, ki bi omilila težave, s katerimi se otroci priseljencev srečujejo, bi učitelji in vse drugo osebje potrebovalo ustrezno usposabljanje"}],"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-DT178ZVE","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-DT178ZVE"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-DT178ZVE/363131de-8326-4436-99f1-f6c355c343ae/PDF"},"edm:rights":{"@rdf:resource":"http://rightsstatements.org/vocab/InC/1.0/"},"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":"Zveza društev pedagoških delavcev Slovenije"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-DT178ZVE/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-DT178ZVE"}}}}