Zaključna konferenca projekta JEZIKI ŠTEJEJO 2022 Z jeziki do spoštovanja različnosti, koristi za možgane in zagotavljanja miru ZBORNIK POVZETKOV 2022 LANGUAGES MATTER Final Conference Using languages to respect diversity, benefit the brain and ensure peace BOOKS OF ABSTRACTS Urednici / Editors: Tina Matić in Tina Rozmanič Projekt Jeziki štejejo sofinancirata Evropska unija iz Evropskega socialnega sklada in Republika Slovenija, Ministrstvo za izobraževanje, znanost in šport. Naslov / Title Zaključna konferenca projekta JEZIKI ŠTEJEJO 2022 / 2022 LANGUAGES MATTER Final Conference Podnaslov / Subtitle Z jeziki do spoštovanja različnosti, koristi za možgane in zagotavljanja miru / Using languages to respect diversity, benefit the brain and ensure peace Urednici / Editors Tina Matić (Univerza v Ljubljani Pedagoška fakulteta) Tina Rozmanič (Univerza v Ljubljani Pedagoška fakulteta) Recenzija / Review Alja Lipavic Oštir (Univerza v Mariboru Filozofska fakulteta), Monika Kavalir (Univerza v Ljubljani Filozofska fakulteta), Bronka Straus (Ministrstvo za izobraževanje, znanost in šport), Silva Bratož (Univerza na Primorskem Pedagoška fakulteta), Anja Pirih (Univerza na Primorskem Pedagoška fakulteta), Liljana Kač (Zavod Republike Slovenije za šolstvo), Janja Žmavc (Pedagoški inštitut), David Movrin (Univerza v Ljubljani Filozofska fakulteta), Karmen Pižorn (Univerza v Ljubljani Pedagoška fakulteta), Andreja Retelj (Univerza v Ljubljani Filozofska fakulteta), Nataša Pirih Svetina (Univerza v Ljubljani Filozofska fakulteta), Mateja Dagarin Fojkar (Univerza v Ljubljani Pedagoška fakulteta), Mojca Žefran (Univerza na Primorskem Pedagoška fakulteta). Grafične priloge / Graphics Material Avtorji / Authors Konferenca / Conference Zaključna konferenca projekta JEZIKI ŠTEJEJO 2022 Z jeziki do spoštovanja različnosti, koristi za možgane in zagotavljanja miru 2022 LANGUAGES MATTER Final Conference Using languages to respect diversity, benefit the brain and ensure peace Kraj in datum / Location and date Univerza v Ljubljani Pedagoška fakulteta in preko spleta, Zoom (hibridna konferenca); 26.-27. september 2022 University in Ljubljana Faculty of Education and online, Zoom (hybrid conference); 26th-27th September 2022 Programski odbor / Programme Committee Silva Bratož (Univerza na Primorskem Pedagoška fakulteta), Liljana Kač (Zavod Republike Slovenije za šolstvo), Alja Lipavic Oštir (Univerza v Mariboru Filozofska fakulteta), Vesna Mikolič (Univerza na Primorskem Pedagoška fakulteta), Nataša Pirih Svetina (Univerza v Ljubljani Filozofska fakulteta), Karmen Pižorn (Univerza v Ljubljani Pedagoška fakulteta), Andreja Retelj (Univerza v Ljubljani Filozofska fakulteta), Bronka Straus (Ministrstvo za izobraževanje, znanost in šport), Janja Žmavc (Pedagoški inštitut), Gregor Strle (Univerza v Ljubljani Fakulteta za elektrotehniko), Tina Rozmanič (Univerza v Ljubljani Pedagoška fakulteta), Tina Matić (Univerza v Ljubljani Pedagoška fakulteta). 1 Naslovna slika / Front page image. Pixabay Založila / Published by Univerza v Ljubljani Pedagoška fakulteta Za založnika / For the Publisher Prof. dr. Janez Vogrinc, dekan / dean Izdaja / Edition Prva e-izdaja / 1st e-eddition Vrsta publikacije / Publication type E-book Dostopno na / Available at http://pefprints.pef.uni-lj.si/ Izdano / Published Ljubljana, september 2022 Besedilo ni lektorirano. / The text has not been proofread. Kataložni zapis o publikaciji (CIP) pripravili v Narodni in univerzitetni knjižnici v Ljubljani COBISS.SI-ID 122176771 ISBN 978-961-253-232-1 (PDF) © Univerza v Ljubljani, Pedagoška fakulteta, 2022 2 Kazalo / Table of Contents UVOD ............................................................................................................................................................................... 20 INTRODUCTION ......................................................................................................................................................... 22 PLENARNA PREDAVANJA / PLENARY LECTURES .......................................................................................... 24 KAM PO PROJEKTU JEZIKI ŠTEJEJO? ................................................................................................................ 25 KARMEN PIŽORN ................................................................................................................................................... 25 THE FUTURE OF THE PROJECT LANGUAGES MATTER ........................................................................... 26 KARMEN PIŽORN ................................................................................................................................................... 26 PEDAGOŠKO ČEZJEZIKOVANJE: KAKO KAR NAJBOLJE IZKORISTITI VEČJEZIČNOST.......... 27 JASONE CENOZ ....................................................................................................................................................... 27 PEDAGOGICAL TRANSLANGUAGING: MAKING THE MOST OF MULTILINGUALISM .............. 28 JASONE CENOZ ....................................................................................................................................................... 28 RAZVIJANJE JEZIKOVNE OZAVEŠČENOSTI PRI UČENJU PREDMETOV ......................................... 29 JÉRÔME BÉLIARD .................................................................................................................................................. 29 DEVELOPING LANGUAGE AWARENESS IN SUBJECT LEARNING ...................................................... 30 JÉRÔME BÉLIARD .................................................................................................................................................. 30 KVALITETA V VEČKULTURNIH ŠOLAH IN DELO Z UČENCI PRISELJENCI .................................... 31 MARTINA KOLARIČ ............................................................................................................................................... 31 QUALITY IN MULTICULTURAL SCHOOLS AND WORKING WITH IMMIGRANT STUDENTS ... 32 MARTINA KOLARIČ ............................................................................................................................................... 32 NAČRT ZA ŠOLE ZA PODPORO UČNEGA(-IH) JEZIKA(-OV) ................................................................... 33 SELIN ÖNDÜL .......................................................................................................................................................... 33 A ROADMAP FOR SCHOOLS TO SUPPORT THE LANGUAGE(S) OF SCHOOLING ......................... 34 SELIN ÖNDÜL .......................................................................................................................................................... 34 ČEZJEZIKOVANJE: ŠČITITI IN HKRATI ŠIRITI .............................................................................................. 35 OFELIA GARCIA ...................................................................................................................................................... 35 TRANSLANGUAGING: PROTECTING WHILE EXTENDING.................................................................... 36 OFELIA GARCIA ...................................................................................................................................................... 36 VEČJEZIČNOST, UČENJE JEZIKOV IN SOCIALNA KOGNICIJA: PREDNOSTI IN IZZIVI ............ 37 LI WEI ........................................................................................................................................................................... 37 MULTILINGUALISM, LANGUAGE LEARNING, AND SOCIAL COGNITION: BENEFITS AND CHALLENGES ............................................................................................................................................................... 38 LI WEI ........................................................................................................................................................................... 38 USTNE PREDSTAVITVE / ORAL PRESENTATIONS ......................................................................................... 39 MANJŠALNICE .............................................................................................................................................................. 40 BARBARA COTIČ PAPOTNIK & VALENTINA TOMAN ČREMOŽNIK ............................................... 40 DIMINUTIVES ............................................................................................................................................................... 41 BARBARA COTIČ PAPOTNIK & VALENTINA TOMAN ČREMOŽNIK ............................................... 41 3 VEČJEZIČNOST IN MEDPREDMETNE POVEZAVE (PRIMERI DOBRE PRAKSE) ............................ 42 DAMIR SOLDAT ....................................................................................................................................................... 42 MULTILINGUALISM AND CROSS-CURRICULAR LINKS (EXAMPLES OF GOOD PRACTICE) ..... 43 DAMIR SOLDAT ....................................................................................................................................................... 43 MEDKULTURNOST V RAZREDU: KORAK ZA KORAKOM PROTI VEČJI STRPNOSTI – PRIMER OSNOVNE ŠOLE DANTE ALIGHIERI IZOLA ................................................................................................. 44 LENA DUJC PRELAZ .............................................................................................................................................. 44 INTERCULTURALISM IN THE CLASSROOM: ONE STEP AT A TIME TOWARDS GREATER TOLERANCE - THE CASE OF PRIMARY SCHOOLS DANTE ALIGHIERI IZOLA .............................. 45 LENA DUJC PRELAZ .............................................................................................................................................. 45 USVAJANJE DRUGEGA JEZIKA V MEDNARODNEM IZOBRAŽEVANJU ........................................... 46 OLJA MILOSEVIC .................................................................................................................................................... 46 SECOND LANGUAGE ACQUISITION IN INTERNATIONAL EDUCATION ........................................ 47 OLJA MILOSEVIC .................................................................................................................................................... 47 MNENJA DOKTORSKIH ŠTUDENTOV O POVRATNIH INFORMACIJAH SVETOVALCEV, MENTORJEV IN VRSTNIKOV ................................................................................................................................ 48 WAI PHYO .................................................................................................................................................................. 48 DOCTORAL STUDENTS’ VIEWS ON FEEDBACK FROM ADVISORS, TUTORS, AND PEERS ....... 49 WAI PHYO .................................................................................................................................................................. 49 “LETEČI NAREK ALI LETEČI PREPIS” ............................................................................................................... 50 ANDREJA KOLAR ................................................................................................................................................... 50 “RUNNING DICTATION OR RUNNING TRANSCRIPTION” ..................................................................... 51 ANDREJA KOLAR ................................................................................................................................................... 51 VEČJEZIČNI SPLETNI SLOVARČEK V ŠESTEM RAZREDU ....................................................................... 52 MARUŠKA ROJC ....................................................................................................................................................... 52 MULTILINGUAL ONLINE DICTIONARY IN GRADE 6 ................................................................................ 53 MARUŠKA ROJC ....................................................................................................................................................... 53 eTWINNING PROJEKTI SPODBUJAJO MEDKULTURNOST PRI POUČEVANJU IN UČENJU TUJIH JEZIKOV ............................................................................................................................................................ 54 VESNA ARH ............................................................................................................................................................... 54 eTWINNING PROJECTS PROMOTE INTERCULTURAL LEARNING AND LEARNING OF FOREIGN LANGUAGES ........................................................................................................................................... 55 VESNA ARH ............................................................................................................................................................... 55 PREOBRAZBA DEDIŠČINSKIH JEZIKOVNIH ŠOL MED PANDEMIJO: POVEZANOST, SKUPNOST, PEDAGOGIKA IN IDENTITETA ................................................................................................. 56 NINA PAULOVICOVA1, MARTA MCCABE2 & RENATA EMILSSON PESKOVA3 ............................. 56 TRANSFORMATION OF HERITAGE LANGUAGE SCHOOLS DURING THE PANDEMIC: CONNECTIVITY, COMMUNITY, PEDAGOGY AND IDENTITY .............................................................. 57 NINA PAULOVICOVA1, MARTA MCCABE2 & RENATA EMILSSON PESKOVA3 ............................. 57 4 RAZVOJ JEZIKOVNE OZAVEŠČENOSTI Z OTROKOM PRIJAZNIMI PRISTOPI ............................... 58 PETRA ŠTRANCAR .................................................................................................................................................. 58 DEVELOPING LANGUAGE AWARENESS THROUGH CHILD-FRIENDLY APPROACHES ........... 59 PETRA ŠTRANCAR .................................................................................................................................................. 59 MEDKULTURNOST PRI POUČEVANJU OSNOVNOŠOLCEV NA NARODNOSTNO MEŠANEM OBMOČJU SLOVENSKE ISTRE .............................................................................................................................. 60 ALENKA LIKAR ....................................................................................................................................................... 60 INTERCULTURALISM IN TEACHING PRIMARY SCHOOL PUPILS IN THE ETHNICALLY MIXED AREA OF SLOVENIAN ISTRIA ............................................................................................................... 61 ALENKA LIKAR ....................................................................................................................................................... 61 UČENČEVA IDENTITETA S POMOČJO TUJEGA JEZIKA........................................................................... 62 BARBARA ČATAR .................................................................................................................................................... 62 A STUDENT’S IDENTITY THROUGH A FOREIGN LANGUAGE ............................................................. 63 BARBARA ČATAR .................................................................................................................................................... 63 CLIL – PREDNOST V POKLICNEM IZOBRAŽEVANJU ................................................................................ 64 ERIKA FERFOLJA VIDIČ & NASTJA VALENTINČIČ AL BUKHARI .................................................... 64 CLIL – THE ADVANTAGE IN VOCATIONAL EDUCATION ...................................................................... 65 ERIKA FERFOLJA VIDIČ & NASTJA VALENTINČIČ AL BUKHARI .................................................... 65 MEDKULTURNOST PRI POUČEVANJU IN UČENJU JEZIKOV “ENAKE MOŽNOSTI” ZA UČENCE PRISELJENCE ............................................................................................................................................ 66 NEŽA MARKOČIČ ................................................................................................................................................... 66 INTERCULTURALISM IN LANGUAGE TEACHING AND LEARNING “EQUAL OPPORTUNITIES” FOR IMMIGRANT PUPILS ................................................................................................. 67 NEŽA MARKOČIČ ................................................................................................................................................... 67 VEČJEZIČNI PRISTOPI K UČENJU, POUČEVANJU IN OCENJEVANJU V UČNEM NAČRTU ZA WALES - POGLEDI UČITELJEV MEDNARODNIH JEZIKOV .................................................................... 68 ELIN ARFON ............................................................................................................................................................. 68 PLURILINGUAL APPROACHES TO LEARNING, TEACHING, AND ASSESSMENT IN THE CURRICULUM FOR WALES – INTERNATIONAL LANGUAGES TEACHER PERSPECTIVES ........ 69 ELIN ARFON ............................................................................................................................................................. 69 “KAKO UČENJE GRŠČINE IN GRŠKE KULTURE POMAGA UČENCU BOLJE RAZUMETI SLOVENSKI JEZIK IN KULTURO?” (ΖΑΓΟΡΙ. ZAGORJE? ΚΑΣΤΑΝΑ. KOSTANJ? - UČENJE S POMOČJO NALOG “KAJ ŽE VEM?”) .................................................................................................................... 70 DRAGICA FABJAN ANDRITSAKOS .................................................................................................................. 70 “HOW DOES LEARNING GREEK AND GREEK CULTURE HELP STUDENTS BETTER UNDERSTAND SLOVENIAN LANGUAGE AND CULTURE?” (ΖΑΓΟΡΙ. ZAGORJE? ΚΑΣΤΑΝΑ. KOSTANJ? - LEARNING THROUGH “WHAT DO I ALREADY KNOW?” TASKS) ............................... 71 DRAGICA FABJAN ANDRITSAKOS .................................................................................................................. 71 FRANCOŠČINA PO ITALIJANSKO IN ITALIJANŠČINA PO FRANCOSKO ........................................... 72 MIRANDA BOBNAR ............................................................................................................................................... 72 5 FRENCH IN ITALIAN AND ITALIAN IN FRENCH......................................................................................... 73 MIRANDA BOBNAR ............................................................................................................................................... 73 FORMATIVNO SPREMLJANJE PRI ANGLEŠKEM JEZIKU V 1. RAZREDU: RETELLING A STORY - THE VERY HUNGRY CATERPILLAR BY ERIC CARLE (PROJEKTNO DELO) .................................. 74 ETIEN POČKAJ GODNIČ ..................................................................................................................................... 74 FORMATIVE MONITORING IN ENGLISH LANGUAGE IN GRADE 1: RETELLING A STORY - THE VERY HUNGRY CATERPILLAR BY ERIC CARLE (PROJECT WORK) ........................................... 75 ETIEN POČKAJ GODNIČ ..................................................................................................................................... 75 ALI CLIL ŠTEJE? - NEKAJ PRIMEROV VSEBINSKO IN JEZIKOVNO INTEGRIRANEGA UČENJA ZGODOVINE IN ANGLEŠČINE V OSNOVNI ŠOLI ....................................................................................... 76 SREĆKO KECMAN .................................................................................................................................................. 76 CLIL: DOES IT MATTER? - A FEW EXAMPLES OF CONTENT AND LANGUAGE INTEGRATED LEARNING OF HISTORY AND ENGLISH IN PRIMARY SCHOOL ........................................................... 77 SREĆKO KECMAN .................................................................................................................................................. 77 KAKO JEZIKOVNO (NE)OBČUTLJIVI SMO? .................................................................................................... 78 NATAŠA PIRIH SVETINA ..................................................................................................................................... 78 HOW LINGUISTICALLY (IN)SENSITIVE ARE WE? ........................................................................................ 79 NATAŠA PIRIH SVETINA ..................................................................................................................................... 79 TRANSLANGUAGING PRI POUKU TUJEGA JEZIKA ................................................................................... 80 SAŠA JAZBEC, BRIGITA KACJAN, TATJANA LUBEJ & SARAH LÖWENKAMP ............................... 80 TRANSLANGUAGING IN FOREIGN LANGUAGE LESSONS .................................................................... 81 SAŠA JAZBEC, BRIGITA KACJAN, TATJANA LUBEJ & SARAH LÖWENKAMP ............................... 81 LANGUAGE POLICY FOR MOTHER TONGUE INSTRUCTION IN SWEDEN .................................... 82 NERMINA WIKSTRÖM .......................................................................................................................................... 82 LANGUAGE POLICY FOR MOTHER TONGUE INSTRUCTION IN SWEDEN .................................... 83 NERMINA WIKSTRÖM .......................................................................................................................................... 83 ALLOWING SIDE-CONVERSATIONS IN WHATEVER LANGUAGES THE STUDENTS WISH ..... 84 CHAD DAVIDSON .................................................................................................................................................. 84 ALLOWING SIDE-CONVERSATIONS IN WHATEVER LANGUAGES THE STUDENTS WISH ..... 85 CHAD DAVIDSON .................................................................................................................................................. 85 JEZIKOVNA OZAVEŠČENOST/PREBUJANJE ZA JEZIKE ŽE V 4. RAZREDU ................................... 86 SANJA CENTRIH ...................................................................................................................................................... 86 LANGUAGE AWARENESS/AWAKENING TO LANGUAGES AS EARLY AS GRADE 4 ................... 87 SANJA CENTRIH ...................................................................................................................................................... 87 VZROKI DEMOTIVACIJE UČITELJEV ANGLEŠČINE KOT TUJEGA JEZIKA NA MADŽARSKEM ............................................................................................................................................................. 88 VERONIKA DERECSKEY ..................................................................................................................................... 88 CAUSES OF EFL TEACHER DEMOTIVATION IN HUNGARY ................................................................... 89 VERONIKA DERECSKEY ..................................................................................................................................... 89 6 AKTIVNOSTI OB EVROPSKEM DNEVU JEZIKOV (EDJ) NA NAŠI ŠOLI ............................................. 90 ALMA VOLK .............................................................................................................................................................. 90 ACTIVITIES FOR THE EUROPEAN DAY OF LANGUAGES AT OUR SCHOOL .................................. 91 ALMA VOLK .............................................................................................................................................................. 91 RAZVIJANJE STROKOVNE USPOSOBLJENOSTI UČITELJEV JEZIKOV NA TEMO MEDKULTURNI IN VEČJEZIČNI PRISTOPI ..................................................................................................... 92 LILJANA KAČ, SUSANNE VOLČANŠEK & SUZANA RAMŠAK .............................................................. 92 DEVELOPING LANGUAGE TEACHERS' PROFESSIONAL SKILLS IN INTERCULTURAL AND MULTILINGUAL APPROACHES ............................................................................................................................ 93 LILJANA KAČ, SUSANNE VOLČANŠEK & SUZANA RAMŠAK .............................................................. 93 PREPLETANJE CLIL IN IKT PRI POUKU NEMŠČINE................................................................................... 94 ANJA HOZNER VOVKO ....................................................................................................................................... 94 INTERTWINING CLIL AND IKT IN GERMAN LANGUAGE TEACHING ............................................. 95 ANJA HOZNER VOVKO ....................................................................................................................................... 95 JEZIKOVNA IDENTITETA UČENCEV IN JEZIKOVNO OKOLJE V ŠOLI ............................................ 96 TAMARA TURZA-BOGDAN & LIDIJA CVIKIĆ ............................................................................................ 96 STUDENTS’ LANGUAGE IDENTITY AND SCHOOL LINGUISTIC LANDSCAPE .............................. 97 TAMARA TURZA-BOGDAN & LIDIJA CVIKIĆ ............................................................................................ 97 IN MEDIAS RES ALI VENI, VIDI, LINGUAM LATINAM RECOGNOVI (V SREDIŠČE STVARI ALI PRIŠEL, VIDEL, PREPOZNAL LATINŠČINO) ................................................................................................... 98 BOJANA TOMC ......................................................................................................................................................... 98 IN MEDIAS RES OR VENI, VIDI, LINGUAM LATINAM RECOGNOVI (IN THE CENTRE OF THINGS OR CAME, SAW, RECOGNISED LATIN) ........................................................................................... 99 BOJANA TOMC ......................................................................................................................................................... 99 KAKO KAR NAJBOLJE IZKORISTITI POŠILJANJE BESEDILNIH SPOROČIL ................................... 100 EDWIN HARRIS ...................................................................................................................................................... 100 GETTING THE MOST OUT OF TEXTING ....................................................................................................... 101 EDWIN HARRIS ...................................................................................................................................................... 101 OPAZUJ, POSLUŠAJ IN SPRAŠUJ: DEKONSTRUKCIJA JEZIKOVNE KRAJINE IZRAELSKO- PALESTINSKE REGIJE KOT ORODJE ZA DIALOG NA TEM OBMOČJU ........................................... 102 ANASTASIA J. KHAWAJA1 & BRIDGET SCHVARCZ2 ............................................................................... 102 OBSERVE, LISTEN, AND QUESTION: DECONSTRUCTING THE LINGUISTIC LANDSCAPE OF THE ISRAEL/PALESTINE REGION AS A TOOL FOR DIALOGUE IN THE AREA .......................... 103 ANASTASIA J. KHAWAJA1 & BRIDGET SCHVARCZ2 ............................................................................... 103 PRIPRAVA UČBENIKOV S TILKO V SVET JEZIKOV – TEORETIČNA IZHODIŠČA IN OSNOVNE SMERNICE .................................................................................................................................................................... 104 VESNA MIKOLIČ ................................................................................................................................................... 104 PREPARING TEXTBOOKS WITH TILKA INTO THE WORLD OF LANGUAGES – THEORETICAL STARTING POINTS AND BASIC GUIDELINES ............................................................. 105 VESNA MIKOLIČ ................................................................................................................................................... 105 7 LAŽNI PRIJATELJI V KOMUNIKACIJI .............................................................................................................. 106 BARBARA COTIČ PAPOTNIK ........................................................................................................................... 106 FALSE FRIENDS IN COMMUNICATION .......................................................................................................... 107 BARBARA COTIČ PAPOTNIK ........................................................................................................................... 107 VEČJEZIČNOST NA ŠOLSKI, RAZREDNI, INDIVIDUALNI RAVNI: NAČRTOVANJE, IZVEDBA IN IZZIVI ....................................................................................................................................................................... 108 PIA LEŠNIK .............................................................................................................................................................. 108 MULTILINGUALISM AT SCHOOL, CLASS, INDIVIDUAL LEVEL: PLANNING, IMPLEMENTATION AND CHALLENGES ....................................................................................................... 109 PIA LEŠNIK .............................................................................................................................................................. 109 RAZVIJANJE VEČJEZIČNE SENZIBILNOSTI KOT ELEMENT VKLJUČUJOČE ŠOLE ................... 110 TINA PAJNIK ........................................................................................................................................................... 110 DEVELOPING MULTILINGUAL SENSITIVITY AS AN ELEMENT OF INCLUSIVE SCHOOLS ... 111 TINA PAJNIK ........................................................................................................................................................... 111 MOST MED VEČJEZIČNIM ODRAŠČANJEM DOMA IN UČENJEM TUJEGA JEZIKA V RAZREDU ................................................................................................................................................................. 112 SABINA KRAMER .................................................................................................................................................. 112 A BRIDGE BETWEEN GROWING UP MULTILINGUAL AT HOME AND LEARNING A FOREIGN LANGUAGE IN THE CLASSROOM ............................................................................................... 113 SABINA KRAMER .................................................................................................................................................. 113 NOVONASTALE TVORJENKE V SLOVENŠČINI IN ANGLEŠČINI ....................................................... 114 VALENTINA TOMAN ČREMOŽNIK .............................................................................................................. 114 NEWLY COINED WORDS IN SLOVENE AND ENGLISH .......................................................................... 115 VALENTINA TOMAN ČREMOŽNIK .............................................................................................................. 115 POUČEVANJE JEZIKOV ZA PREVAJALCE IN TOLMAČE - PRIHODNOST JE VEČJEZIČNA ..... 116 MELITA KOLETNIK, ENRIQUE CEREZO HERRERO & ASTRID SCHMIDHOFER ..................... 116 LANGUAGE TEACHING FOR TRANSLATORS AND INTERPRETERS – THE FUTURE IS MULTILINGUAL ......................................................................................................................................................... 117 MELITA KOLETNIK, ENRIQUE CEREZO HERRERO & ASTRID SCHMIDHOFER ..................... 117 SPOZNAVANJE JEZIKOSLOVNIH ZNAČILNOSTI LATINŠČINE MLADOSTNIKA OBLIKUJE V JEZIKOVNO BOLJ OZAVEŠČENEGA ODRASLEGA ČLOVEKA ............................................................ 118 OLGA OSREDKAR ................................................................................................................................................ 118 LEARNING THE LINGUISTIC FEATURES OF LATIN SHAPES ADOLESCENTS INTO MORE LINGUISTICALLY AWARE ADULTS .................................................................................................................. 119 OLGA OSREDKAR ................................................................................................................................................ 119 MEDKULTURNO IN INOVATIVNO VEČJEZIČNO UČENJE SKOZI DRUŽENJE IN SPOZNAVANJE RAZLIČNIH KULTUR .............................................................................................................. 120 KARIN MEZEK ....................................................................................................................................................... 120 INTERCULTURAL AND INNOVATIVE MULTILINGUAL LEARNING THROUGH SOCIALISING AND LEARNING ABOUT DIFFERENT CULTURES ..................................................................................... 121 KARIN MEZEK ....................................................................................................................................................... 121 8 POUK KLASIČNIH JEZIKOV – PROSTOR MEDKULTURNEGA OZAVEŠČANJA IN VZGOJE ZA STRPNOST .................................................................................................................................................................... 122 MARIJA NEŽA KARLIN ....................................................................................................................................... 122 CLASSICAL LANGUAGES - A SPACE FOR INTERCULTURAL AWARENESS AND EDUCATION FOR TOLERANCE ..................................................................................................................................................... 123 MARIJA NEŽA KARLIN ....................................................................................................................................... 123 POUČEVANJE PO PRISTOPU CLIL ..................................................................................................................... 124 MAJA FUNA .............................................................................................................................................................. 124 TEACHING THE CLIL APPROACH..................................................................................................................... 125 MAJA FUNA .............................................................................................................................................................. 125 KAMIŠIBAJ PRI POUKU ŠPANŠČINE ................................................................................................................. 126 URŠA GOVEKAR .................................................................................................................................................... 126 KAMISHIBAI IN SPANISH LESSONS .................................................................................................................. 127 URŠA GOVEKAR .................................................................................................................................................... 127 ČEZJEZIKOVANJE V UČILNICAH EMI: RAZISKOVANJE PRAKS UČITELJEV, KI IZOBRAŽUJEJO UČITELJE, V TURŠKEM VISOKOŠOLSKEM OKOLJU ............................................... 128 SERDAR TEKIN ...................................................................................................................................................... 128 TRANSLANGUAGING IN EMI CLASSROOMS: EXPLORING TEACHER EDUCATORS’ PRACTICES IN TURKISH HIGHER EDUCATION CONTEXT .................................................................. 129 SERDAR TEKIN ...................................................................................................................................................... 129 ZABAVNO IN IGRIVO POUČEVANJE TUJEGA JEZIKA ............................................................................ 130 NEŽA KERN ............................................................................................................................................................ 130 FUN AND PLAYFUL FOREIGN LANGUAGE TEACHING ........................................................................ 131 NEŽA KERN ............................................................................................................................................................ 131 PREVAJANJE V ŠOLI V VEČJEZIČNEM KONTEKSTU ............................................................................... 132 ANNAMÁRIA KACSUR ........................................................................................................................................ 132 TRANSLANGUAGING IN SCHOOL IN A MULTILINGUAL CONTEXT ............................................... 133 ANNAMÁRIA KACSUR ........................................................................................................................................ 133 PRIPRAVA UČBENIKOV S TILKO V SVET JEZIKOV – OSNOVNOŠOLSKI SNOPIČI ZA SLOVENŠČINO ........................................................................................................................................................... 134 TILKA JAMNIK ....................................................................................................................................................... 134 PREPARATION OF TEXTBOOKS WITH TILKA INTO THE WORLD OF LANGUAGES – TEXTBOOK MATERIALS FOR SLOVENIAN PRIMARY SCHOOLS ........................................................ 135 TILKA JAMNIK ....................................................................................................................................................... 135 S TILKO V SVET SLOVENŠČINE – PREDSTAVITEV UČBENIŠKIH GRADIV PO MODELU TILKA ZA SLOVENŠČINO V SREDNJI ŠOLI ................................................................................................................. 136 DIANA KOŠIR ......................................................................................................................................................... 136 WITH TILKA INTO THE WORLD OF SLOVENE - PRESENTATION OF TEXTBOOK MATERIALS BASED ON THE TILKA MODEL FOR SLOVENE IN SECONDARY SCHOOL ................................... 137 DIANA KOŠIR ......................................................................................................................................................... 137 9 RAZVIJANJE GLOBALNE KOMPETENCE S POMOČJO GRAFIČNIH ROMANOV PRI POUKU TUJEGA JEZIKA V OSNOVNI ŠOLI.................................................................................................................... 138 VERA SAVIĆ ............................................................................................................................................................. 138 DEVELOPING GLOBAL COMPETENCE THROUGH GRAPHIC NOVELS IN THE PRIMARY FOREIGN LANGUAGE CLASSROOM ................................................................................................................ 139 VERA SAVIĆ ............................................................................................................................................................. 139 VEČJEZIČNO POUČEVANJE PREKO PLESOV PETIH DRŽAV ŽE V VRTCU ................................... 140 SABINA PUŠNIK ..................................................................................................................................................... 140 MULTILINGUAL TEACHING THROUGH DANCES FROM FIVE COUNTRIES ALREADY IN KINDERGARTEN ...................................................................................................................................................... 141 SABINA PUŠNIK ..................................................................................................................................................... 141 DO KOD SEŽEJO RAZNOJEZIČNE PRAKSE? ............................................................................................... 142 ANDREJA RETELJ & NATAŠA PIRIH SVETINA ........................................................................................ 142 HOW FAR DO MULTILINGUAL PRACTICES GO? ........................................................................................ 143 ANDREJA RETELJ & NATAŠA PIRIH SVETINA ........................................................................................ 143 JEZIKI PRIJATELJSTEV UČENCEV, KI GOVORIJO VEČ JEZIKOV: PREPLETANJE JEZIKOVNIH POGAJANJ IN STRUKTUR MOČI ......................................................................................................................... 144 RENATA EMILSSON PESKOVA ....................................................................................................................... 144 LANGUAGES OF FRIENDSHIPS OF PLURILINGUAL STUDENTS: THE INTERSECTION OF LANGUAGE NEGOTIATIONS AND POWER STRUCTURES .................................................................... 145 RENATA EMILSSON PESKOVA ....................................................................................................................... 145 USVAJANJE JEZIKA OKOLJA V DVOJEZIČNEM VRTCU S POMOČJO LUTKE ............................... 146 PETRA GAL, SABINA HORVAT & TINA HOZJAN .................................................................................... 146 LEARNING THE LANGUAGE OF THE ENVIRONMENT IN A BILINGUAL KINDERGARTEN WITH THE HELP OF A PUPPET .......................................................................................................................... 147 PETRA GAL, SABINA HORVAT & TINA HOZJAN .................................................................................... 147 K IZVAJANJU PRISTOPA MEDKULTURNE SPORAZUMEVALNE ZMOŽNOSTI V BANGLADEŠU: PRIKAZ STALIŠČ SREDNJEŠOLSKIH UČITELJEV ANGLEŠČINE KOT TUJEGA JEZIKA ........................................................................................................................................................................... 148 ARIF ZUFI & MEHNAZ IQBAL ......................................................................................................................... 148 TOWARDS THE IMPLEMENTATION OF THE INTERCULTURAL COMMUNICATIVE COMPETENCE APPROACH IN BANGLADESH: MAPPING THE SECONDARY EFL TEACHERS’ ATTITUDES .................................................................................................................................................................. 149 ARIF ZUFI & MEHNAZ IQBAL ......................................................................................................................... 149 ROMSKI JEZIK, ZAKAJ PA NE? ............................................................................................................................ 150 SAMIRA HORVAT .................................................................................................................................................. 150 THE ROMANI LANGUAGE, WHY NOT? .......................................................................................................... 151 SAMIRA HORVAT .................................................................................................................................................. 151 MEDKULTURNA KOMPETENCA V HRVAŠKIH UČBENIKIH GFL ...................................................... 152 NIKOLINA MILETIĆ ............................................................................................................................................ 152 10 INTERCULTURAL COMPETENCE IN CROATIAN GFL TEXTBOOKS ................................................. 153 NIKOLINA MILETIĆ ............................................................................................................................................ 153 SPODBUJANJE MOTIVACIJE UČENCEV ZA UČENJE TUJEGA JEZIKA ............................................. 154 MIHA KLANJŠČEK ................................................................................................................................................ 154 ENCOURAGING STUDENTS’ MOTIVATION TO LEARN A FOREIGN LANGUAGE ..................... 155 MIHA KLANJŠČEK ................................................................................................................................................ 155 IZSLEDKI ANALIZE INTERFERENČNIH NAPAK PRI ŠTUDENTIH GERMANISTIKE/NEMCISTIKE V JEZIKOVNEM STIKU SLOVENŠČINA-NEMŠČINA ................ 156 ADMIRA ĆOSIĆ ...................................................................................................................................................... 156 RESULTS OF THE ANALYSIS OF INTERFERENCE ERRORS IN STUDENTS OF GERMAN IN THE SLOVENE-GERMAN LINGUISTIC CONTACT ..................................................................................... 157 ADMIRA ĆOSIĆ ...................................................................................................................................................... 157 DALEČ, A HKRATI TAKO BLIZU ........................................................................................................................ 158 TANJA MÜLLER ..................................................................................................................................................... 158 FAR AWAY, YET SO CLOSE ................................................................................................................................... 159 TANJA MÜLLER ..................................................................................................................................................... 159 STEM SREČA CLIL ..................................................................................................................................................... 160 TAJANA BUNDARA & LIDIJA ŠARAVANJA ................................................................................................ 160 STEM MEETING CLIL .............................................................................................................................................. 161 TAJANA BUNDARA & LIDIJA ŠARAVANJA ................................................................................................ 161 RAZVIJANJE BESEDIŠČA V ANGLEŠČINI PRI UČENCIH PRVEGA RAZREDA OSNOVNE ŠOLE: PREDSTAVITEV REZULTATOV KVALITATIVNE RAZISKAVE MED SLOVENSKIMI UČITELJI ........................................................................................................................................ 162 ADA MOVRIN ......................................................................................................................................................... 162 DEVELOPING ENGLISH VOCABULARY IN FIRST GRADE PRIMARY SCHOOL PUPILS: PRESENTATION OF THE RESULTS OF A QUALITATIVE STUDY AMONG SLOVENIAN TEACHERS.................................................................................................................................................................... 163 ADA MOVRIN ......................................................................................................................................................... 163 POUČEVANJE TUJIH JEZIKOV IN RAZVIJANJE SPRETNOSTI ZA PRIHODNOST NA PRIMERU GRADIVA ZA SREDNJE ŠOLE .............................................................................................................................. 164 NATAŠA BAUMAN & ALJA LIPAVIC OŠTIR ................................................................................................ 164 TEACHING FOREIGN LANGUAGES AND DEVELOPING SKILLS FOR THE FUTURE, USING THE EXAMPLE OF SECONDARY SCHOOL MATERIALS .......................................................................... 165 NATAŠA BAUMAN & ALJA LIPAVIC OŠTIR ................................................................................................ 165 MULTISENZORNO SPOZNAVANJE TUJIH JEZIKOV IN KULTUR V ZGODNJEM OTROŠTVU166 NATAŠA GOBEC .................................................................................................................................................... 166 MULTISENSORY LEARNING ABOUT FOREIGN LANGUAGES AND CULTURES IN EARLY CHILDHOOD ............................................................................................................................................................... 167 NATAŠA GOBEC .................................................................................................................................................... 167 INOVATIVNO JEZIKOVNO POUČEVANJE - SLOVNIČNO KOLO ....................................................... 168 IVANA ĐUROVIĆ .................................................................................................................................................. 168 11 INNOVATIVE LANGUAGE TEACHING – GRAMMAR WHEEL .............................................................. 169 IVANA ĐUROVIĆ .................................................................................................................................................. 169 PRAVI ALI LAŽNI PRIJATELJI – O TERMINOLOGIJI SORODSTVENIH RAZMERIJ V SRBŠČINI IN SLOVAŠČINI .......................................................................................................................................................... 170 TIJANA STOJANOVIĆ .......................................................................................................................................... 170 TRUE OR FALSE FRIENDS – ON THE TERMINOLOGY OF KINSHIP IN SERBIAN AND SLOVAK ......................................................................................................................................................................... 171 TIJANA STOJANOVIĆ .......................................................................................................................................... 171 MEJE MOJEGA JEZIKA SO MEJE MOJEGA SVETA ..................................................................................... 172 MOJCA KACJAN ..................................................................................................................................................... 172 THE LIMITS OF MY LANGUAGE ARE THE LIMITS OF MY WORLD ................................................... 173 MOJCA KACJAN ..................................................................................................................................................... 173 DELJENJE SPODBUDNE PRAKSE: POIZKUSNI DUOLINGO TER JEZIČNA KNJIŽICA .............. 174 ELENA MARIJANA STANKO ............................................................................................................................ 174 SHARING GOOD PRACTICE: EXPERIMENTAL DUOLINGO AND CHATTY-CATHY .................. 175 ELENA MARIJANA STANKO ............................................................................................................................ 175 ŠVICA KOT STIČIŠČE ROMANSKEGA IN GERMANSKEGA SVETA .................................................... 176 POLONA MIHALIČ BIRSA .................................................................................................................................. 176 SWITZERLAND AS A MEETING POINT BETWEEN THE ROMAN AND GERMANIC WORLDS ........................................................................................................................................................................ 177 POLONA MIHALIČ BIRSA .................................................................................................................................. 177 RAZVOJ JEZIKOVNE OZAVEŠČENOSTI IN JEZIKOVNE STRPNOSTI PRI POUKU SLOVENŠČINE Z DIJAKI SREDNJEGA STROKOVNEGA IN SREDNJEGA POKLICNEGA IZOBRAŽEVANJA ...................................................................................................................................................... 178 NATAŠA UJČIČ ........................................................................................................................................................ 178 DEVELOPING LANGUAGE AWARENESS AND LINGUISTIC TOLERANCE IN SLOVENE LESSONS WITH STUDENTS OF TECHNICAL AND VOCATIONAL SECONDARY EDUCATION ................................................................................................................................................................ 179 NATAŠA UJČIČ ........................................................................................................................................................ 179 ANALIZA VELJAVNOSTI SPREJEMNEGA PREIZKUSA IZ FRANCOSKEGA JEZIKA ZA PROGRAME USPOSABLJANJA UČITELJEV V KANADI ............................................................................. 180 ROMAIN SCHMITT ................................................................................................................................................ 180 A VALIDITY ANALYSIS OF A FRENCH LANGUAGE ADMISSION TEST FOR TEACHER- TRAINING PROGRAMS IN CANADA ................................................................................................................ 181 ROMAIN SCHMITT ................................................................................................................................................ 181 SPODBUJANJE LITERARNEGA BRANJA IN USTVARJANJA LITERATURE V LITERARNEM KROŽKU ....................................................................................................................................................................... 182 MARIJA TOPOLE & MAŠA TOPOLE ............................................................................................................... 182 ENCOURAGING LITERARY READING AND THE CREATION OF LITERATURE IN THE LITERATURE CIRCLE .............................................................................................................................................. 183 MARIJA TOPOLE & MAŠA TOPOLE ............................................................................................................... 183 12 ČEZMEJNA MOBILNOST UČITELJEV – MODEL ZA SPODBUJANJE VEČJEZIČNOSTI IN MEDKULTURNOSTI V REGIJI ............................................................................................................................. 184 KATICA PEVEC SEMEC ...................................................................................................................................... 184 CROSS-BORDER TEACHER MOBILITY - A MODEL FOR PROMOTING MULTILINGUALISM AND INTERCULTURALITY IN THE REGION ............................................................................................... 185 KATICA PEVEC SEMEC ...................................................................................................................................... 185 MEDPREDMETNO OCENJEVANJE V VEČJEZIČNEM KONTEKSTU Z UPORABO IKT .............. 186 TINA ZENDZIANOWSKY ČAVŠ ...................................................................................................................... 186 CROSS-CURRICULAR ASSESSMENT IN A MULTILINGUAL CONTEXT USING ICT ...................... 187 TINA ZENDZIANOWSKY ČAVŠ ...................................................................................................................... 187 BRAJICA KOT ENA IZMED PISAV ZA ZAPISOVANJE SLOVENŠČINE ............................................... 188 NATAŠA ŠIPEK ....................................................................................................................................................... 188 BRAILLE AS ONE OF THE SCRIPTS FOR WRITING SLOVENE .............................................................. 189 NATAŠA ŠIPEK ....................................................................................................................................................... 189 JEZIKI IN KULTURE V NAŠEM ODDELKU (PRIMER DOBRE PRAKSE) ............................................ 190 MARTINA LESKOVEC ......................................................................................................................................... 190 LANGUAGES AND CULTURES IN OUR DEPARTMENT (AN EXAMPLE OF GOOD PRACTICE) .................................................................................................................................................... 191 MARTINA LESKOVEC ......................................................................................................................................... 191 ZAKAJ PRAVLJICE PRI POUČEVANJU TUJIH JEZIKOV ............................................................................ 192 BLANKA TOMŠIČ PREMRL ............................................................................................................................... 192 WHY FAIRY TALES IN FOREIGN LANGUAGE TEACHING .................................................................... 193 BLANKA TOMŠIČ PREMRL ............................................................................................................................... 193 KOOPERATIVNO ALI SODELOVALNO UČENJE (COOPERATIVE LEARNING): ........................... 194 PETRA ANDREJAŠIČ ............................................................................................................................................ 194 COOPERATIVE OR COLLABORATIVE LEARNING: ................................................................................... 195 PETRA ANDREJAŠIČ ............................................................................................................................................ 195 “HEJ, TE BESEDE SO SI PODOBNE . .” – VLOGA RAZUMEVANJA SORODNIH BESED IN IZPOSOJENK V PROCESU PRIDOBIVANJA BESEDIŠČA .......................................................................... 196 GAŠPER KVARTIČ ................................................................................................................................................. 196 “HEY, THESE WORDS ARE SIMILAR ...” – THE ROLE OF UNDERSTANDING COGNATES AND LOANWORDS IN THE PROCESS OF ACQUIRING VOCABULARY ........................................................ 197 GAŠPER KVARTIČ ................................................................................................................................................. 197 “DOVOLITE MI, DA Z VAMI DELIM TA NOVI SVET” – OTROŠKA LITERATURA PRI POUČEVANJU ANGLEŠČINE KOT TUJEGA JEZIKA ................................................................................. 198 ENIKŐ NAGY-KOLOZSVÁRI ........................................................................................................................... 198 “LET ME SHARE THIS WHOLE NEW WORLD WITH YOU” – CHILDREN’S LITERATURE IN TEACHING ENGLISH AS A FOREIGN LANGUAGE ................................................................................... 199 ENIKŐ NAGY-KOLOZSVÁRI ........................................................................................................................... 199 13 VKLJUČEVANJE UČENCEV V IZVAJANJE CLIL-A Z DODAJANJEM PRAKTIČNE VREDNOSTI ................................................................................................................................................................. 200 LEA DERŽANIČ ..................................................................................................................................................... 200 ENGAGING STUDENTS IN CLIL BY ADDING PRACTICAL VALUE .................................................... 201 LEA DERŽANIČ ..................................................................................................................................................... 201 KAKO SPODBUJATI JEZIKOVNO OZAVEŠČENOST SKOZI PROJEKT POMAHAJMO V SVET?............................................................................................................................................ 202 KATARINA PROSENC .......................................................................................................................................... 202 HOW TO ENCOURAGE LANGUAGE AWARENESS THROUGH THE SAY HELLO TO THE WORLD PROJECT? ..................................................................................................................................................... 203 KATARINA PROSENC .......................................................................................................................................... 203 ČEZJEZIČNOST V UČILNICAH S POGLOBLJENIM UČENJEM KITAJŠČINE: O POMEMBNOSTI POMENA ....................................................................................................................................................................... 204 YING XIONG .......................................................................................................................................................... 204 TRANSLANGUAGING IN CHINESE IMMERSION CLASSROOMS: MAKING MEANING MATTER ........................................................................................................................................................................ 205 YING XIONG .......................................................................................................................................................... 205 JEZIKOVNA POLITIKA GFML ............................................................................................................................. 206 MILOJKA VAUPOTIČ KUČAN .......................................................................................................................... 206 GFML LANGUAGE POLICY .................................................................................................................................. 207 MILOJKA VAUPOTIČ KUČAN .......................................................................................................................... 207 MEDPREDMETNO POUČEVANJE (SLOVENŠČINA, ANGLEŠČINA) – PRIMER TIMSKE URE: TRPNI IN TVORNI GLAGOLSKI NAČIN PRI SLOVENŠČINI IN ANGLEŠČINI ................................ 208 SUZANA ADŽIĆ ..................................................................................................................................................... 208 CROSS-CURRICULAR TEACHING (SLOVENE, ENGLISH) – EXAMPLE OF A TEAM LESSON: ACTIVE AND PASSIVE SENTENCES IN SLOVENE AND ENGLISH ..................................................... 209 SUZANA ADŽIĆ ..................................................................................................................................................... 209 DOBRA UČNA PRAKSA: UPORABA RAZPRAVE PRI POUČEVANJU KLJUČNIH SPORAZUMEVALNIH KOMPETENC V RAZREDU IN ZUNAJ NJEGA ................................................ 210 MAŠA TOPOLE ....................................................................................................................................................... 210 GOOD TEACHING PRACTICE: USING DEBATE TO TEACH KEY COMMUNICATIVE COMPETENCES IN AND OUTSIDE OF CLASSROOM ................................................................................ 211 MAŠA TOPOLE ....................................................................................................................................................... 211 VLOGA MEDKULTURNEGA MEDIATORJA V IZOBRAŽEVANJU ODRASLIH – PRIMER DOBRE PRAKSE .......................................................................................................................................................................... 212 KATJA POTOČNIK NUSSDORFER ................................................................................................................. 212 THE ROLE OF INTERCULTURAL MEDIATORS IN ADULT EDUCATION – A GOOD PRACTICE EXAMPLE...................................................................................................................................................................... 213 KATJA POTOČNIK NUSSDORFER ................................................................................................................. 213 VSEBINSKO IN JEZIKOVNO INTEGRIRANO UČENJE (CLIL) PRI POUKU ANGLEŠČINE IN SOCIOLOGIJE ............................................................................................................................................................. 214 PATRICIJA FRLEZ ................................................................................................................................................. 214 14 CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) IN ENGLISH AND SOCIOLOGY ................................................................................................................................................................ 215 PATRICIJA FRLEZ ................................................................................................................................................. 215 VEČJEZIČEN QR SAFARI ....................................................................................................................................... 216 VALERIJA KARBA ................................................................................................................................................. 216 MULTILINGUAL QR SAFARI ................................................................................................................................. 217 VALERIJA KARBA ................................................................................................................................................. 217 MEDKULTURNA KOMPETENCA KOT KLJUČNA SPRETNOST V JEZIKOVNEM IZOBRAŽEVANJU 21. STOLETJA ........................................................................................................................ 218 SUZANA POŽENEL .............................................................................................................................................. 218 INTERCULTURAL COMPETENCE AS A KEY SKILL IN 21ST CENTURY LANGUAGE EDUCATION ................................................................................................................................................................ 219 SUZANA POŽENEL .............................................................................................................................................. 219 SENZIBILIZIJA ZA DRUGOJEZIČNE S POMOČJO UMETNOSTNIH BESEDIL ................................ 220 ANITA EKERT ........................................................................................................................................................ 220 SENSITISATION TO THE SECOND LANGUAGE THROUGH LITERARY TEXTS ........................... 221 ANITA EKERT ........................................................................................................................................................ 221 DIFERENCIRANO POUČEVANJE TUJEGA JEZIKA PRI MLAJŠIH UČENCIH ................................... 222 PETRA ŽITKO ......................................................................................................................................................... 222 DIFFERENTIATED FOREIGN LANGUAGE TEACHING FOR YOUNG LEARNERS ...................... 223 PETRA ŽITKO ......................................................................................................................................................... 223 VEČJEZIČNOST OTROK KOT POSLEDICA ŽIVLJENJA V TUJINI ........................................................ 224 VITA KRAPEŽ ......................................................................................................................................................... 224 MULTILINGUALISM IN CHILDREN AS A RESULT OF LIVING ABROAD .......................................... 225 VITA KRAPEŽ ......................................................................................................................................................... 225 JEZIKOVNO OBČUTLJIVO UČENJE IN POUČEVANJE ŠPANŠČINE NA ZAČETNI STOPNJI V OSNOVNI ŠOLI Z UČENCI 7., 8. IN 9. RAZREDOV ...................................................................................... 226 SARA REMŽGAR .................................................................................................................................................... 226 LINGUISTICALLY SENSITIVE LEARNING AND TEACHING OF SPANISH AT THE PRIMARY LEVEL WITH PUPILS IN GRADES 7, 8 AND 9 ................................................................................................ 227 SARA REMŽGAR .................................................................................................................................................... 227 MEDKULTURNO IZOBRAŽEVANJE – SMISELN POJEM ALI NESMISELNA MODNA FRAZA? 228 RÚBEN CONSTANTINO CORREIA ................................................................................................................ 228 INTERCULTURAL EDUCATION – MEANINGFUL OR MEANINGLESS BUZZ WORD? ................ 229 RÚBEN CONSTANTINO CORREIA ................................................................................................................ 229 VEČJEZIČNI UČNI SPREHODI ............................................................................................................................ 230 ALEN OVČAR .......................................................................................................................................................... 230 MULTLINGUAL LEARNING WALKS ................................................................................................................. 231 ALEN OVČAR .......................................................................................................................................................... 231 15 POUČEVANJE ITALIJANŠČINE KOT TJ2 V GIMNAZIJI Z IZBRANIMI KNJIŽEVNIMI ODLOMKI PO METODI TILKA ................................................................................................................................................... 232 PIA LEŠNIK .............................................................................................................................................................. 232 TEACHING ITALIAN AS A SECOND LANGUAGE IN GRAMMAR SCHOOL WITH SELECTED LITERARY PASSAGES USING THE TILKA METHOD ................................................................................. 233 PIA LEŠNIK .............................................................................................................................................................. 233 VEČJEZIČNI PRISTOPI IN INOVATIVNE PRAKSE PRI OCENJEVANJU TER POUČEVANJU FRANCOŠČINE KOT DRUGEGA TUJEGA JEZIKA V ANGLEŠKI IN SLOVENSKI SEKCIJI ........ 234 KATARINA PATERNOST .................................................................................................................................... 234 MULTILINGUAL APPROACHES AND INNOVATIVE PRACTICES IN THE ASSESSMENT AND TEACHING OF FRENCH AS A SECOND FOREIGN LANGUAGE IN THE ENGLISH AND SLOVENIAN SECTIONS .......................................................................................................................................... 235 KATARINA PATERNOST .................................................................................................................................... 235 KONSTRUKTI BESEDILNIH VRST PRI POUKU RAZLIČNIH JEZIKOV .............................................. 236 GÜNTHER SIGOTT, SAMUEL HAFNER, HERMANN CESNIK & THERESA WEILER, KRISTINA LEITNER, EVA DOUSSET-ORTNER .............................................................................................................. 236 TEXT TYPE CONSTRUCTS IN TEACHING ACROSS LANGUAGES ....................................................... 237 GÜNTHER SIGOTT, SAMUEL HAFNER, HERMANN CESNIK & THERESA WEILER, KRISTINA LEITNER, EVA DOUSSET-ORTNER .............................................................................................................. 237 OD BRANJA DO IZDELAVE LASTNE KNJIGE – V VEČ JEZIKIH IN NA VKLJUČUJOČ NAČIN ............................................................................................................................................... 238 MONIKA DOBRIJEVIČ ........................................................................................................................................ 238 FROM READING TO MAKING YOUR OWN BOOK – IN MULTIPLE LANGUAGES AND IN AN INCLUSIVE WAY ........................................................................................................................................................ 239 MONIKA DOBRIJEVIČ ........................................................................................................................................ 239 ODNOS ŠTUDENTOV DO UČENJA JEZIKOV V VEČJEZIČNEM KONTEKSTU MED PANDEMIJO COVID-19 ........................................................................................................................................... 240 MÁRTA FÁBIÁN, ILONA HUSZTI, ILONA LECHNER & ERZSÉBET BÁRÁNY ............................. 240 LANGUAGE LEARNING ATTITUDE OF COLLEGE STUDENTS IN A MULTILINGUAL CONTEXT DURING THE COVID-19 PANDEMIC ......................................................................................... 241 MÁRTA FÁBIÁN, ILONA HUSZTI, ILONA LECHNER & ERZSÉBET BÁRÁNY ............................. 241 JEZIKOVNE DELAVNICE KOT SREDSTVO ZA OZAVEŠČANJE O RAZLIČNIH JEZIKIH ......... 242 MOJCA FICKO ......................................................................................................................................................... 242 LANGUAGE WORKSHOPS AS A MEANS OF RAISING AWARENESS OF DIFFERENT LANGUAGES ............................................................................................................................................................... 243 MOJCA FICKO ......................................................................................................................................................... 243 NAJLEPŠI JEZIKI PO IZBORU GIMNAZIJK IN GIMNAZIJCEV .............................................................. 244 ALJA LIPAVIC OŠTIR ............................................................................................................................................ 244 THE MOST BEAUTIFUL LANGUAGES AS SELECTED BY GRAMMAR SCHOOL STUDENTS .... 245 ALJA LIPAVIC OŠTIR ............................................................................................................................................ 245 16 VSEBINSKO IN JEZIKOVNO INTEGRIRANO UČENJE ANGLEŠČINE V ZGODNJEM OBDOBJU ........................................................................................................................................... 246 TAMARA KRUŠIČ ................................................................................................................................................... 246 ENGAGING YOUNG LEARNERS THROUGH CLIL ..................................................................................... 247 TAMARA KRUŠIČ ................................................................................................................................................... 247 PREPOZNAVNOST ANGLEŠKEGA JEZIKA V KOPELI SVETOVNIH JEZIKOV ............................. 248 VIOLETA HUSU ...................................................................................................................................................... 248 RECOGNISING ENGLISH IN THE POOL OF WORLD LANGUAGES .................................................. 249 VIOLETA HUSU ...................................................................................................................................................... 249 JEZIKOVNA OZAVEŠČENOST/PREBUJANJE ZA JEZIKE ....................................................................... 250 LUKA ŽIŽEK ........................................................................................................................................................... 250 LANGUAGE AWARENESS/AWAKENING TO LANGUAGES .................................................................. 251 LUKA ŽIŽEK ........................................................................................................................................................... 251 SKOZI IGRO DO ZNANJA JEZIKOV ................................................................................................................. 252 KLAUDIJA PAHOR ................................................................................................................................................ 252 ACQUIRING LANGUAGE KNOWLEDGE THROUGH PLAY ................................................................... 253 KLAUDIJA PAHOR ................................................................................................................................................ 253 POUČEVANJE JEZIKA PREKO IGRE – KAKO POUČEVATI INOVATIVNO PREKO DRAMSKE IGRE? .............................................................................................................................................................................. 254 ŽANA PRENDL ....................................................................................................................................................... 254 TEACHING LANGUAGE THROUGH DRAMA – HOW TO TEACH INNOVATIVELY THROUGH STAGE ACTING? ........................................................................................................................................................ 255 ŽANA PRENDL ....................................................................................................................................................... 255 UČENJE TUJIH JEZIKOV Z METODAMI GIBANJA IN IGRE ................................................................... 256 MARTINA ZUPAN KUSERBANJ ....................................................................................................................... 256 LEARNING FOREIGN LANGUAGES THROUGH METHODS OF MOVEMENT AND PLAY ....... 257 MARTINA ZUPAN KUSERBANJ ....................................................................................................................... 257 SVOJO DRŽAVO LAHKO NAJBOLJE OPIŠEM V SVOJEM JEZIKU ........................................................ 258 DOLORES PALČIČ ................................................................................................................................................. 258 LANGUAGING AT OUR SCHOOL ...................................................................................................................... 259 DOLORES PALČIČ ................................................................................................................................................. 259 SLOVENŠČINA – MOST DO SLOVANSKIH JEZIKOV................................................................................. 260 LARA STELE ............................................................................................................................................................ 260 SLOVENE – A BRIDGE TO SLAVIC LANGUAGES ....................................................................................... 261 LARA STELE ............................................................................................................................................................ 261 ELEMENTI KULTURE V ZGODNJEM POUČEVANJU TUJEGA JEZIKA ALI KAKO UJETI PRAVEGA IRSKEGA ŠKRATA? ............................................................................................................................. 262 MATEJA NOVAK .................................................................................................................................................... 262 17 ELEMENTS OF CULTURE IN EARLY FOREIGN LANGUAGE TEACHING OR HOW TO CATCH THE REAL IRISH ELF? ............................................................................................................................................. 263 MATEJA NOVAK .................................................................................................................................................... 263 MODEL “RAZKON” – JEZIKOVNA IN KULTURNA RAZNOLIKOST V KONTEKSTU ................. 264 SILVA BRATOŽ & ANITA SILA ......................................................................................................................... 264 THE DIVCON MODEL – LINGUSTIC AND CULTURAL DIVERSITY IN CONTEXT ....................... 265 SILVA BRATOŽ & ANITA SILA ......................................................................................................................... 265 UČENJE JEZIKOV V ČASU COVID-A ................................................................................................................ 266 ENVERA ANNE SULJIC & MONICA BAKER............................................................................................... 266 LANGUAGE LEARNING IN THE TIME OF COVID..................................................................................... 267 ENVERA ANNE SULJIC & MONICA BAKER............................................................................................... 267 JEZIKOVNO PREBUJANJE ZA JEZIKE S POMOČJO “RDEČE KAPICE” ............................................. 268 NATAŠA ROBIČ ...................................................................................................................................................... 268 LINGUISTIC AWAKENING TO LANGUAGES WITH THE HELP OF “LITTLE RED RIDING HOOD” ........................................................................................................................................................................... 269 NATAŠA ROBIČ ...................................................................................................................................................... 269 ARETAIC PEDAGOGY FOR LANGUAGE TEACHING: TOWARDS OR RETURNING BACK TO “OUSIA”? ....................................................................................................................................................................... 270 ISAAK PAPADOPOULOS .................................................................................................................................... 270 ARETEJSKA PEDAGOGIKA ZA POUČEVANJE JEZIKOV: V SMERI PROTI ALI NAZAJ K “OUSII”? ......................................................................................................................................................................... 271 ISAAK PAPADOPOULOS .................................................................................................................................... 271 PLAKATNE PREDSTAVITVE / ................................................................................................................................. 272 POSTER PRESENTATIONS ........................................................................................................................................ 272 PLAKAT ZA MEDNARODNI PROJEKT “SLIKE NA LEDU” ..................................................................... 273 TINA RAJHMAN ..................................................................................................................................................... 273 PLAKATNA PREDSTAVITEV DOBRE UČNE PRAKSE: ŽIVA KNJIŽNICA ......................................... 275 MARJETKA KAFEL & ALENKA ARH ŠMUC ............................................................................................... 275 POSTER PRESENTATION OF GOOD TEACHING PRACTICE: THE LIVING LIBRARY ................ 276 MARJETKA KAFEL & ALENKA ARH ŠMUC ............................................................................................... 276 JEZIKOVANJE PRI NAS .......................................................................................................................................... 277 VALERIJA KARBA & TINA TERAŽ ................................................................................................................. 277 LANGUAGING AT OUR SCHOOL ...................................................................................................................... 278 VALERIJA KARBA & TINA TERAŽ ................................................................................................................. 278 MULTIKULTI ............................................................................................................................................................... 279 TINA TERAŽ ............................................................................................................................................................ 279 MULTICULTI ................................................................................................................................................................ 280 TINA TERAŽ ............................................................................................................................................................ 280 18 PLAKATNA PREDSTAVITEV DOBRE UČNE PRAKSE: IZMENJAVA DIJAKOV MED GIMNAZIJO IN EKONOMSKO SREDNJO ŠOLO TRBOVLJE IN GIMNAZIJO SCHEINFELD ............................... 281 MARJETKA KAFEL ............................................................................................................................................... 281 POSTER PRESENTATION OF GOOD TEACHING PRACTICE: EXCHANGE OF STUDENTS BETWEEN GYMNASIUM AND SECONDARY SCHOOL OF ECONOMICS TRBOVLJE AND GYMNASIUM SCHEINFELD .................................................................................................................................. 282 MARJETKA KAFEL ............................................................................................................................................... 282 PLAKATNA PREDSTAVITEV DOBRE UČNE PRAKSE: REKLAMNA SPOROČILA V UČNEM PODJETJU ..................................................................................................................................................................... 283 ALENKA ARH ŠMUC ............................................................................................................................................ 283 POSTER PRESENTATION OF GOOD LEARNING PRACTICE: ADVERTISING MESSAGES IN A LEARNING ENTERPRISE ....................................................................................................................................... 284 ALENKA ARH ŠMUC ............................................................................................................................................ 284 PLAKATNA PREDSTAVITEV: PRISTOPI K POUČEVANJU JEZIKOV IN MEDKULTURNIH VSEBIN ........................................................................................................................................................................... 285 LILIJANA FIJAVŽ ................................................................................................................................................... 285 POSTER PRESENTATION: APPROACHES TO TEACHING LANGUAGES AND INTERCULTURAL CONTENT ............................................................................................................................... 286 LILIJANA FIJAVŽ ................................................................................................................................................... 286 TRENUTNI POLOŽAJ VEČJEZIČNIH PRISTOPOV V JEZIKOVNIH UČILNICAH V VISOKEM ŠOLSTVU ....................................................................................................................................................................... 287 STEPHANIE BERGMANN .................................................................................................................................. 287 THE CURRENT SITUATION OF PLURILINGUAL APPROACHES IN LANGUAGE CLASSROOMS IN HIGHER EDUCATION ...................................................................................................................................... 288 STEPHANIE BERGMANN .................................................................................................................................. 288 KUHAJMO V ANGLEŠČINI .................................................................................................................................... 289 ANA KROMPIČ ....................................................................................................................................................... 289 LET’S COOK IN ENGLISH ..................................................................................................................................... 290 ANA KROMPIČ ....................................................................................................................................................... 290 PROGRAM..................................................................................................................................................................... 291 19 UVOD V nadaljevanju predstavljamo 132 povzetkov prispevkov, ki so bili predstavljeni na zaključni hibridni konferenci z mednarodno udeležbo o večjezičnem izobraževanju projekta Jeziki štejejo z naslovom »Zaključna konferenca projekta JEZIKI ŠTEJEJO 2022, Z jeziki do spoštovanja različnosti, koristi za možgane in zagotavljanja miru« / “2022 LANGUAGES MATTER Final Conference Using languages to respect diversity, benefit the brain and ensure peace”. Konferenco, ki je potekala med 26. in 27. septembrom 2022, sta sofinancirali Evropska unija iz Evropskega socialnega sklada in Republika Slovenija, Ministrstvo za izobraževanje, znanost in šport. Namen konference je bil zagotoviti skupno platformo za raziskovalce, oblikovalce jezikovne politike, učitelje (jezikov), študente bodoče učitelje ter vse, ki jih zanima razprava in izmenjava znanja o ključnih vprašanjih večjezičnega izobraževanja. Teme konference so bile naslednje: - Razno-/večjezični pristopi k poučevanju in učenju jezikov - Jezikovno občutljivo poučevanje - Čezjezikovanje (Translanguaging) - Družbeni in psiholingvistični vidiki razno-/večjezičnosti - Jezikovne politike - Vsebinsko in jezikovno integrirano učenje (CLIL) - Jezikovna ozaveščenost/prebujanje za jezike - Informacijska in komunikacijska tehnologija (IKT) v večjezičnem izobraževanju - Inovativno jezikovno poučevanje - Medkulturnost pri poučevanju in učenju jezikov - Ocenjevanje v razno-/večjezičnem kontekstu - Razvoj strokovne usposobljenosti učiteljev jezikov v razno-/večjezičnem kontekstu - Jeziki šolanja v pluri/večjezičnem kontekstu - Jezikovni repertoarji in delne kompetence - Nevrokognitivne značilnosti večjezičnih oseb - Pristopi k večjezičnemu poučevanju - Razumevanje med sorodnimi jeziki - Starodavni in klasični jeziki v plurilingvalnem izobraževanju Glavni cilj projekta Jeziki štejejo je ugotoviti, kateri dejavniki podpirajo in kateri zavirajo ustvarjanje podpornega učnega okolja za razvoj raznojezičnosti v slovenskem šolskem prostoru. Na podlagi podatkov ciljnih analiz in ugotovljenih spremenljivk nastajajo smernice, ki bodo pomagale vzpostaviti raznojezičnosti naklonjeno izobraževalno okolje. Projekt usmerja pedagoške delavce v preseganje spoznavanja in podajanja zgolj ene kulture in enega jezika, saj se je zaradi njihovega intenzivnejšega soočanja v sodobnem svetu porodila potreba po prisotnosti medkulturnih vsebin pri prav vseh predmetnih področjih. Vključevanje medkulturnih vidikov pri jezikovnih in nejezikovnih predmetih naj bi vodilo k ozaveščenemu sprejemanju različnih jezikovnih in kulturnih stvarnosti, s čimer bi se 20 učeči se lažje izognili spodrsljajem v medkulturnem sporazumevanju in razvili zmožnost kritične kulturne zavesti ter bili tako spodbujeni k nenehnemu raziskovanju spreminjajoče se stvarnosti in bi se nanjo odzivali brez odvečnih stereotipov in predsodkov. Projekt je s svojim moderno in inovativno oblikovanim spletnim portalom Jeziki štejejo trajnostno naravnan, saj želi prav z razvojem raznojezičnosti preseči razlikovanje med jezikovnimi in nejezikovnimi predmeti ter z razvijanjem digitalne kompetence povezati različna predmetna področja, vse jezike v slovenskem prostoru ter seči preko ožjega izobraževalnega okolja v lokalne skupnosti s ciljem čim bolje osmisliti ne samo predmetne vsebine temveč tudi pridobivanje spretnosti in zmožnosti. Projekt namenja posebno pozornost manj razširjenim oziroma v našem izobraževalnem okolju manj poučevanim jezikom, jezikom priseljencev in jezikom, ki jim šolska politika v zadnjih desetletjih ni bila najbolj naklonjena (latinščina, grščina). 21 INTRODUCTION The following are 132 abstracts of papers presented at the final international hybrid conference on multilingual education of the LANGUAGES MATTER project entitled “2022 LANGUAGES MATTER Final Conference Using languages to respect diversity, benefit the brain and ensure peace”. The conference, which took place on 26 and 27 September 2022, was co-financed by the European Union from the European Social Fund and the Republic of Slovenia, Ministry of Education, Science and Sport. The aim of the conference was to provide a common platform for researchers, language policy makers, (language) teachers, prospective teacher students and al those interested in discussing and exchanging knowledge on key issues in multilingual education. The themes of the conference were: • Pluri/multilingual teaching approaches • Linguistical y sensitive teaching • Translanguaging • Socio- and Psycholinguistic perspectives of pluri/multilingualism • Plurilinugal policies • Content and Language Integrated Learning (CLIL) • Language Awareness/ Awakening to languages • Information and communication technology (ICT) in Plurilingual education • Intercultural communication in language teaching & learning • Assessment in pluri/multilingual context • Language teacher professional competence development in a pluri/multilingual context • Languages of schooling in pluri/multilingual context • Linguistic repertoires and partial competences • Neurocognitive characteristics of plurilinguals • Intercomprehension between (related) languages • Ancient and classic languages in plurilingual education The main objective of the Languages Matter project is to identify which factors support and which inhibit the creation of a supportive learning environment for the development of plurilingualism in the Slovenian school environment. Based on the data from the targeted analyses and the variables identified, guidelines are being developed to help create a multilingual-friendly educational environment. The project guides educators to go beyond learning about and teaching only one culture and one language, as their intensified confrontation in the modern world has given rise to the need for intercultural content in al subject areas. The inclusion of intercultural aspects in language and non-language subjects should lead to an informed acceptance of different linguistic and cultural realities, thus helping learners to avoid slip-ups in intercultural communication and to develop the capacity for critical cultural awareness, thus encouraging them to continually explore and respond to changing realities without unnecessary stereotypes and prejudices. The project with its modern and innovative web portal Languages Matter is sustainable, because it is precisely through the development of multilingualism that the project aims to go beyond the distinction between linguistic and non-linguistic subjects and, by developing digital competence, to connect different subject areas, al languages in the Slovenian space, and to reach beyond the narrower educational environment into local communities, with the aim of making the most of not only subject content but also the acquisition of skil s and competences. 22 The project pays particular attention to languages that are less widely spoken or less taught in our educational environment, immigrant languages and languages that have not been favoured by school policy in recent decades (Latin, Greek). 23 PLENARNA PREDAVANJA / PLENARY LECTURES 24 KAM PO PROJEKTU JEZIKI ŠTEJEJO? KARMEN PIŽORN Prodekanica za dodiplomski in magistrski študij ter mednarodno sodelovanje na Univerzi v Ljubljani Pedagoški fakulteti POVZETEK Razvoj večjezičnih in medkulturnih kompetenc je postal nujna sestavina številnih izobraževalnih sistemov. Poznavanje več jezikov in kultur vključuje več temeljnih (meta)jezikovnih, (meta)kognitivnih, afektivnih in vedenjskih kompetenc. Zato se ljudje, ki so večjezični in so pridobili medkulturne kompetence, običajno odlikujejo po komunikacijski občutljivosti, ustvarjalnosti, metajezikovni zavesti, odprtosti za drugačnost, (samo)refleksiji, kritičnem mišljenju, izvršilnem delovanju itd. Nevroznanost kaže, da lahko dosledna uporaba več jezikov celo upočasni pojav Alzheimerjeve bolezni, saj se z dosledno rabo več jezikov v možganih ustvarjajo kognitivne rezerve. Zatorej ni presenetljivo, da se večjezično poučevanje, kot je videti, ponuja kot naravni odgovor na čedalje večje število večjezičnih državljanov, vse večje število priseljencev, pa tudi na številne kognitivne, jezikovne, kulturne, afektivne in vedenjske koristi večjezičnih in medkulturnih kompetenc. Cilj slovenskega projekta Jeziki štejejo, ki sta ga sofinancirala Evropska unija iz Evropskega socialnega sklada in Republika Slovenija, Ministrstvo za izobraževanje, znanost in šport, ter je vključeval predšolske, osnovnošolske, srednješolske in visokošolske ustanove, je bil ugotoviti, kateri dejavniki podpirajo in kateri ovirajo oblikovanje spodbudnega učnega okolja za razvoj večjezičnosti v slovenskem šolskem prostoru. Ob koncu šestletnega projekta so bili pridobljeni številni rezultati, ki so dobro izhodišče za razvoj slovenskega šolskega sistema v jezikom prijazen izobraževalni sistem. Glavni uspehi projekta so vezani na več raziskovalnih publikacij, učna gradiva, kot so učni načrti, raznojezične dejavnosti itd., spletne tedenske pomenke o več-/raznojezičnosti, spletni portal s številnimi viri, dejavniki, ki podpirajo/ovirajo razvoj jezikov, uporabo deskriptorjev ROPP v rednem učnem procesu, oblikovanje posebne jezikovne izkaznice, smernice za učence priseljence, uporabo jezikovnih portretov ter številna druga področja. 25 THE FUTURE OF THE PROJECT LANGUAGES MATTER KARMEN PIŽORN Vice-Dean for Under- and Postgraduate Studies and International Cooperation at the Faculty of Education, Ljubljana ABSTRACT The development of plurilingual and intercultural competences have become imperative features of many educational systems. The knowledge of multiple languages and cultures entail several underlying (meta)linguistic, (meta)cognitive, affective, and behavioural competences. Therefore, people who are plurilingual and have acquired intercultural competence tend to excel in communicative sensitivity, creativity, metalinguistic awareness, openness to otherness, (self)-reflection, critical thinking, executive functioning etc. Neuroscience shows that consistent usage of more languages may even delay the onset of Alzheimer’s disease due to its building up of cognitive reserves in the brain. It is no wonder that plurilingual education seems to be a natural response to an increased number of plurilingual citizens, more and more migrants but also to several cognitive, linguistic, cultural, affective and behavioural benefits of plurilingual and intercultural competences. In Slovenia, the Languages matter project, co-financed by the European Social Funds and the Ministry of Education, Science and Sport, involving pre-, primary, secondary and tertiary institutions, aimed to determine which factors support and which hinder the creation of a supportive learning environment for the development of plurilingualism in the Slovenian school context. At the end of the 6-year long project, there are a number of outcomes which are a good starting point for the Slovenian school system to evolve into a language friendly educational system. The main success stories of the project relate to several research publications, teaching materials such as lesson plans, plurilingual activities etc., online weekly discussions on plurilingualism, an online platform with a number of resources, the factors supporting/hindering the development of languages, the use of the FREPA descriptors in the regular teaching process, the design of a special language pass, the guidelines for migrant students, the use of language portraits and many more. 26 PEDAGOŠKO ČEZJEZIKOVANJE: KAKO KAR NAJBOLJE IZKORISTITI VEČJEZIČNOST JASONE CENOZ Professor of Research Methods in Education at the University of the Basque Country UPV/EHU and President of the Education Science Committee of the Spanish Research Council (AEI) POVZETEK Predstavitev obravnava teoretični in izobraževalni pristop pedagoškega čezjezikovanja, katerega cilj je izboljšati jezikovne in vsebinske kompetence v šolskem kontekstu. Pedagoško čezjezikovanje poudarja razvoj metajezikovne ozaveščenosti z uporabo virov iz učenčevega celotnega jezikovnega repertoarja. Pedagoško čezjezikovanje je tesno povezano z izvirno pedagoško prakso čezjezikovanja v dvojezičnem izobraževanju v Walesu, vendar je širše, saj presega dva jezika in vključuje širši nabor praks. Obravnavane bodo temeljne značilnosti pedagoškega čezjezikovanja glede na vrsto programa, vrsto učenca, cilje, organizacijo in pristop. Pedagoško čezjezikovanje poudarja razvoj metajezikovne ozaveščenosti z uporabo virov iz učenčevega celotnega jezikovnega repertoarja. Na kratko bo predstavljen izobraževalni kontekst Baskije, da bi videli, kako se lahko pedagoško čezjezikovanje uporablja v izobraževalnih kontekstih, za katere je značilna velika jezikovna raznolikost, vključno z manjšinskim jezikom, večinskim jezikom, angleščino in jeziki priseljencev. Predstavitev bo vključevala konkretne primere uporabe pedagoškega čezjezikovanja v osnovnošolskem in srednješolskem izobraževanju. 27 PEDAGOGICAL TRANSLANGUAGING: MAKING THE MOST OF MULTILINGUALISM JASONE CENOZ Professor of Research Methods in Education at the University of the Basque Country UPV/EHU and President of the Education Science Committee of the Spanish Research Council (AEI) ABSTRACT This presentation discusses the theoretical and instructional approach pedagogical translanguaging that aims at improving language and content competences in school contexts. Pedagogical translanguaging emphasizes the development of metalinguistic awareness by using resources from the learner’s whole linguistic repertoire. Pedagogical translanguaging is closely related to the original pedagogical practice of translanguaging in Welsh bilingual education, but it is broader because it goes beyond two languages and includes a wider range of practices. The core characteristics of pedagogical translanguaging regarding the type of program, type of student, aims, organization and approach wil be discussed. Pedagogical translanguaging emphasizes the development of metalinguistic awareness by using resources from the learner’s whole linguistic repertoire. The educational context of the Basque Country wil be briefly presented so as to see how pedagogical translanguaging can be used in educational contexts characterized by great linguistic diversity, including a minority language, a majority language, English and immigrant languages. The presentation wil include specific examples of how pedagogical translanguaging is used in primary education and secondary education. 28 RAZVIJANJE JEZIKOVNE OZAVEŠČENOSTI PRI UČENJU PREDMETOV JÉRÔME BÉLIARD History and Geography, and Teaching Activity Analysis Educator; Head of the MEEF History Geography Master programme at the Nantes Université France; ECML Training and consultancy coordinator POVZETEK Namen te predstavitve je povečati ozaveščenost udeležencev o posebnih jezikovnih izzivih pri različnih šolskih predmetih, da bi lahko razvili pedagoška orodja ali sodelovanje, ki bi vključevalo jezikovne in predmetne cilje. To zadeva vse razredne stopnje in poučevanje v maternem jeziku, v jeziku šolanja ali pri pouku, ki vključuje vsebinsko in jezikovno integrirano učenje (CLIL). 29 DEVELOPING LANGUAGE AWARENESS IN SUBJECT LEARNING JÉRÔME BÉLIARD History and Geography, and Teaching Activity Analysis Educator; Head of the MEEF History Geography Master programme at the Nantes Université France; ECML Training and consultancy coordinator ABSTRACT This presentation aims to increase participants’ awareness of the specific linguistic challenges within different school subjects so that pedagogical tools or collaborations can be developed to integrate both linguistic and subject objectives. This concerns al class levels and teaching in the mother tongue, in the language of schooling or CLIL lessons. 30 KVALITETA V VEČKULTURNIH ŠOLAH IN DELO Z UČENCI PRISELJENCI MARTINA KOLARIČ Učiteljica nemščine na osnovni šoli Primarschule Lättenwiesen, Opfikon, Zürich, Švica; delo z učenci priseljenci POVZETEK V sklopu predavanja »Kvaliteta v večkulturnih šolah in delo z učenci priseljenci« bo predstavljena ena večjih osnovnih šol v Kantonu Zürich (Švica), ki je zaradi svoje mednarodne, torej večkulturne in večjezične, ter tudi večrazredne sestavljenosti del programa QUIMS (Qualität in multikulturel en Schulen) in se iz tega razloga še posebej zavzema za spodbujanje razvoja (drugega, okoljskega) jezika in s tem povezanega šolskega uspeha in uspeha v nadaljnjem izobraževanju, za sobivanje različnih kultur, ki je prijetno in nas bogati, ter za uspešno socialno integracijo. Nagovorjene bodo tudi temeljne razlike med učenjem jezika kot materinega, drugega in tujega jezika, na kaj je treba biti pozoren, s kakšnimi vsakodnevnimi izzivi se pri tem soočamo in kje lahko najdemo tudi skupne točke. Prikazani bodo primeri vsakodnevne prakse dela v razredu (po modelu Churer Model , ki omogoča večjo individualizacijo skupinskega pouka, pri učencu pa odskok z mesta, na katerem se trenutno nahaja, v razvoj nadaljnjih kompetenc in znanja) in praksa dela v manjših skupinah izven razreda, prednosti in izzivi tega načina dela, kako usvojeno znanje jezika iz te manjše skupnosti prenesemo v večjo (razred in okolje), kako lahko razrednik in strokovni delavec pri tem sodelujeta in povečata učinkovitost učenja, kakšne metode učenja tujega (drugega) jezika so priljubljene pri učencih (igra), kako zagotovimo učinkovitost teh metod ter dosežemo, da učenci pridejo do izkušenj uspešnosti pri njihovem učenju in trudu, kar prispeva tudi k povečanju motivacije, ter kako v novem okolju ohranjamo oz. se učimo ali naprej razvijamo naš materin jezik (HSK=Heimatsprache und Kultur). 31 QUALITY IN MULTICULTURAL SCHOOLS AND WORKING WITH IMMIGRANT STUDENTS MARTINA KOLARIČ Primary school teacher of German at Primarschule Lättenwiesen, Opfikon, Zürich, Switzerland; working with immigrant students ABSTRACT The lecture "Quality in Multicultural Schools and Working With Immigrant Pupils" wil present one of the largest primary schools in the canton of Zürich (Switzerland), which, due to its international, i.e. multicultural and multilingual, as well as multi-class composition, is part of the programme QUIMS (Qualität in multikulturel en Schulen). For this reason, it is particularly committed to promoting the following three areas: the development of a (second, environmental) language and the related success in school and in further education; a coexistence of different cultures that is enjoyable and enriching for al ; and a successful social integration. The fundamental differences between learning a mother tongue, a second language and a foreign language wil also be addressed, and in relation to this, I wil also highlight what to look out for, the daily challenges we face and where points in common can be found. Examples wil be given of everyday classroom practice (based on the Churer Model , which al ows for greater individualisation of group teaching and for the learner to move from where he/she is at the moment to the development of further competences and knowledge) and of smal group practice outside the classroom, and the following areas wil also be touched upon: the advantages and chal enges of this way of working, how to transfer the language skil s acquired from this smal er community to a larger one (classroom and environment), how the class teacher and a teacher can work together to increase the effectiveness of learning, what methods of learning a foreign (second) language are popular with learners (play), how to ensure that these methods are effective and that learners experience success in their learning and effort, which also contributes to increased motivation, and how to maintain/learn or further develop our mother tongue in the new environment (HSK=Heimatsprache und Kultur). 32 NAČRT ZA ŠOLE ZA PODPORO UČNEGA(-IH) JEZIKA(-OV) SELIN ÖNDÜL Migration & School Specialist at the School Authority of the City of Zurich; ECML Language expert POVZETEK Vloga posameznega učitelja pri jezikovnem pouku je bistvenega pomena. Vendar je podpora jeziku(-om) šolanja več kot le poučevanje in ni samo odgovornost posameznikov, temveč celotne šole. Načrt omogoča šolam, da opravijo samooceno in pozneje oblikujejo prilagojeno strategijo za izboljšanje kompetenc učencev v jeziku(-ih) šolanja. Ocena in razvita strategija presegata predavanja, dejavnosti v razredu ali obravnavanje učenca kot precej pasivnega subjekta. Veliko bolj upoštevata učence, starše in nepedagoško osebje kot aktivne vire za podporo jeziku(-om) šolanja. Načrt je spletno interaktivno orodje za samoocenjevanje šol, ki zagotavlja tudi podatkovno zbirko z obetavnimi praksami iz različnih evropskih šol. V tej predstavitvi bo podan pregled, kaj je načrt in kako ga je mogoče uporabiti v nacionalnem/lokalnem kontekstu. 33 A ROADMAP FOR SCHOOLS TO SUPPORT THE LANGUAGE(S) OF SCHOOLING SELIN ÖNDÜL Migration & School Specialist at the School Authority of the City of Zurich; ECML Language expert ABSTRACT The role of the individual teacher in language instruction is essential. However, supporting language(s) of schooling is more than instruction and not alone the responsibility of single individuals but of the whole school. Roadmap enables the schools to make a self-assessment and later set up a tailor-made strategy to advance learners’ competencies in the language(s) of schooling. The assessment and the strategy developed go beyond the lectures, classroom activities, or considering the student as a rather passive subject. Far more, they consider students, parents, and non-teaching personnel as active resources for supporting the language(s) of schooling. Roadmap is a web-based, interactive self-assessment tool for schools, which also provides a database with promising practices from different European schools. This presentation wil give an overview of what roadmap is and how it can be used in a national/local context. 34 ČEZJEZIKOVANJE: ŠČITITI IN HKRATI ŠIRITI OFELIA GARCIA Professor Emerita in the Ph.D. programmes of Urban Education and of Latin American, Iberian, and Latino Cultures (LAILAC) at the Graduate Center of the City University of New York POVZETEK Pedagoške prakse čezjezikovanja podpirajo in ščitijo obstoječe jezikovne prakse vseh učencev. Čezjezikovanje se začne s priznavanjem, da vsi učenci jezika govorijo jezik z repertoarjem jezikovnih in multimodalnih značilnosti, ki so vedno prisotne. Pedagogi, ki zavzamejo stališče prevajanja, ne uporabljajo in “izčrpavajo” jezikov učencev, medtem ko poučujejo dodaten jezik. Namesto tega spoštujejo učenčevo jezikovno identiteto in vire tako, da jih izkoriščajo (podpirajo) in obstoječemu repertoarju dodajajo nove značilnosti in prakse. Pedagoške prakse čezjezikovanja jezikov niso subtraktivne. Razširijo repertoar učencev tako, da imajo več možnosti za interakcijo z drugimi, hkrati pa varujejo in krepijo njihovo nacionalno jezikovno identiteto. Ta predstavitev kontekstualizira idejo, da lahko prevajalske pedagoške prakse ščitijo nacionalno jezikovno identiteto in hkrati ne izolirajo njenih govorcev z opisom razrednih praks v državah z različnimi sociolingvističnimi profili. 35 TRANSLANGUAGING: PROTECTING WHILE EXTENDING OFELIA GARCIA Professor Emerita in the Ph.D. programmes of Urban Education and of Latin American, Iberian, and Latino Cultures (LAILAC) at the Graduate Center of the City University of New York ABSTRACT Translanguaging pedagogical practices uphold and protect the existing language practices of all learners. Translanguaging starts by recognizing that all language learners DO language with a repertoire of linguistic and multimodal features that are always present. Educators who take up a translanguaging stance do not simply use and “deplete” the students’ language while teaching an additional one. Instead, they honor the learners’ linguistic identity and resources by leveraging (upholding) them to add new features and practices to their existing repertoire. Translanguaging pedagogical practices are not subtractive. They extend the students’ repertoire so that they have more opportunities to interact with others, while protecting and strengthening their own national linguistic identities. This presentation contextualizes the idea that translanguaging pedagogical practices can protect a national linguistic identity while not isolating its speakers by describing classroom practices in countries with different sociolinguistic profiles. 36 VEČJEZIČNOST, UČENJE JEZIKOV IN SOCIALNA KOGNICIJA: PREDNOSTI IN IZZIVI LI WEI Director & Dean, IOE, UCL’s Faculty of Education and Society, and Chair of Applied Linguistics, University College London (UCL) POVZETEK V prispevku so pregledani raziskovalni dokazi o učinkih večjezičnosti na socialno kognicijo in medpredmetnih prednostih učenja jezikov. Njegov namen je razširiti obseg razprav o prednostih dvojezičnosti in večjezičnosti ter zagovarjati večjezični pristop k učenju. Raziskane bodo tudi metodološke posledice za načrtovanje raziskav ter posledice za politiko in prakso na področju pedagogike. 37 MULTILINGUALISM, LANGUAGE LEARNING, AND SOCIAL COGNITION: BENEFITS AND CHALLENGES LI WEI Director & Dean, IOE, UCL’s Faculty of Education and Society, and Chair of Applied Linguistics, University College London (UCL) ABSTRACT This talks review research evidence of the effects of multilingualism on social cognition and the cross-curriculum benefits of language learning. It aims to broaden the scope of discussion of the advantages of being bilingual and multilingual and advocate a multilingual approach to learning. Methodological implications for research design and policy and practice implications for pedagogy will also be explored. 38 USTNE PREDSTAVITVE / ORAL PRESENTATIONS 39 MANJŠALNICE BARBARA COTIČ PAPOTNIK & VALENTINA TOMAN ČREMOŽNIK Osnovna šola Šempeter v Savinjski dolini, Slovenija barbara.cotic@gmail.com, toman.valentina@gmail.com POVZETEK Raziskava osvetljuje rabo samostalniških manjšalnic v izbranih mladinskih delih beril za višje razrede osnovne šole in jezikoslovno analizo ter pomensko izraznost manjšalnosti v slovenščini. Ob tem so opazovane različne vloge manjšalnic v analiziranih umetnostnih besedilih iz slovenske mladinske književnosti ( mladič, nedoraslo, manjšalnost, ljubkovalnost, slabšalnost). Rezultati analize predstavljajo izhodišče za obravnavo manjšalnic v šolski praksi, upoštevaje umeščenost manjšalnic v učni načrt za poučevanje slovenščine kot drugega tujega jezika in obravnavo manjšalnic v učbeniških gradivih za slovenščino, na drugi strani pa pomensko primerjavo s slovarskimi priročniki slovenskega jezika in pogostnost njihove rabe s pomočjo besedilnega korpusa Gigafida in jezikovnega portala Franček. Pravilna raba manjšalnic vpliva na učenčev pojmovni svet in širi njegovo besedišče. Primerjava kaže, da raba manjšalnic presega cilje, vezane na obravnavo manjšalnic v osnovni šoli. Manjšalnice, še posebej samostalniške, so prepoznavna pomenska in besedotvorna kategorija že v delih protestantskih piscev 16. stoletja (Majda Merše 2013: 2017). Avtorica jih je opazila že v slovnici jezikoslovca Adama Bohoriča iz leta 1584 (npr. kmet = kmetič, jeziček, jezičič). Prav nič drugače ne kažejo pomembnejše slovnice 19. stoletja (Stramljič Breznik 1999), saj jih vključuje že pesnik Valentin Vodnik (1811), pa tudi jezikoslovec Peter Dajnko (1824). Najvidnejši jezikoslovec 20. stoletja Jože Toporišič (Toporišič 2000) je v vseh izdajah svojih slovnic sodobnega slovenskega jezika zbral najcelovitejši prikaz besedotvornih obrazil sploh, tudi takih za samostalniške manjšalnice. Med manjšalnice je mogoče šteti sicer le tvorjenke, ki poimenujejo manjšo mero značilnosti podstave, a so v tej skupini pogosto tudi poimenovanja za mladiča ali nedoraslo in tvorjenke, pri katerih je z istimi obrazili izražen čustveni (pozitivni ali negativni oz. ljubkovalni in slabšalni) odnos govorečega do označevane pojavnosti. Ključne besede: manjšalnice, samostalniške manjšalnice, raba v jeziku 40 DIMINUTIVES BARBARA COTIČ PAPOTNIK & VALENTINA TOMAN ČREMOŽNIK Osnovna šola Šempeter v Savinjski dolini, Slovenia barbara.cotic@gmail.com, toman.valentina@gmail.com ABSTRACT This research sheds light on the use of noun diminutives in selected youth literature of the upper primary school and the linguistic analysis and semantic expressiveness of diminutives in Slovene. The different roles of the diminutives in the analysed texts from Slovenian youth literature are also observed ( juvenile, immature person, diminutive, affectionate, pejorative). The results of the analysis provide a starting point for the treatment of diminutives in school practice, taking into account the inclusion of diminutives in the curriculum for teaching Slovene as a second foreign language and the treatment of diminutives in textbook materials for Slovene, and, on the other hand, a semantic comparison with Slovene dictionary manuals and the frequency of their use using the Gigafida text corpus and the Franček language portal. The correct use of diminutives influences the learner’s conceptual world and expands his or her vocabulary. The comparison shows that the use of diminutives goes beyond the objectives of the treatment of diminutives in primary school. Diminutives, especial y noun diminutives, are a recognisable semantic and word-forming category already in the works of Protestant writers of the 16th century (Majda Merše 2013: 2017). The author noticed them already in the grammar book of the linguist Adam Bohorič from 1584 (e.g. farmer = small farmer, little tongue etc.). The more important grammar books of the 19th century (Stramljič Breznik, 1999) are no different, as they were already included by the poet Valentin Vodnik (1811), as well as by the linguist Peter Dajnko (1824). The most prominent linguist of the 20th century, Jože Toporišič (2000), compiled the most comprehensive account of word-formation forms in al the editions of his grammar books of the modern Slovene language, including those for noun diminutives. Although only noun phrases that name a smal measure of the characteristics of the noun can be counted among the noun phrases, this group often also includes names for a juvenile or an immature person, and noun phrases in which the same forms are used to express the speaker’s emotional (positive or negative, or affectionate or pejorative) attitude towards the denoted feature. Key words: diminutives, noun diminutives, use in the language 41 VEČJEZIČNOST IN MEDPREDMETNE POVEZAVE (PRIMERI DOBRE PRAKSE) DAMIR SOLDAT Dvojezična osnovna šola Lendava / 1. Sz. Lendvai KÁI, Slovenija damir.soldat@gmail.com POVZETEK V sodobnem svetu, ob vse bolj intenzivni globalizaciji in prepletanju jezikov ter kultur, postajajo medkulturne in večjezične vsebine nujna sestavina vsakega kurikuluma. Posledično večjezičnost in multikulturnost ne zadevata le enega predmeta ali področja izobraževanja, ampak je potrebno te vsebine vključevati v vsa področja kurikuluma. Vključevanje medkulturnih vidikov pri nejezikovnih predmetih vodi k bolj poglobljenemu in ozaveščenemu sprejemanju različnih jezikov in kultur, pa tudi k boljšemu pridobivanju praktičnih spretnosti in zmožnosti. Predstavitev se v prvem delu osredotoča na organizacijske, tehnične in vsebinske prilagoditve, ki se izvajajo v osnovnošolski izobraževalni ustanovi na dvojezičnem območju, poudarek je tudi na sistemskih rešitvah, v kolikšni meri in kako je prilagojen predmetnik ter kaj to pomeni za praktično izvajanje pouka. Izkušnje z multikulturnostjo in dvojezičnostjo nam na DOŠ I Lendava dajejo dober temelj tudi pri soočanju s sodobnimi izzivi pri poučevanju jezikov. Med temi izzivi velja omeniti močan vpliv angleškega jezika, številne priseljence z območja nekdanje Jugoslavije, pa tudi potrebo po novih didaktičnih pristopih. V nadaljevanju sledi podrobna predstavitev dveh primerov dobrih praks na področju medpredmetnih povezav. Prvi primer je didaktična igra z večjezično zgodbico o miški, kjer učenci zgodbo, ki je napisana v različnih jezikih, s sklepanjem prevedejo v ciljni jezik. Temu sledi izdelava učnega pripomočka pri pouku tehnike (medpredmetna povezava: tuji jeziki – tehnika). Drugi primer je dejavnost, kjer učenci najprej spoznajo tipičen kuharski recept, nato pa sestavijo kulturne variacije tega kuharskega recepta. Temu sledi praktično kuhanje in degustacija (medpredmetna povezava: tuji jeziki – gospodinjstvo/sodobna priprava hrane). Cilji pri obeh dejavnostih so predvsem pozitivno in poglobljeno sprejemanje jezikovne in kulturne raznolikosti, pridobivanje praktičnih spretnosti, vzpostavitev trajnega večjezičnega učnega okolja, razvijanje besedišča, spodbujanje ustvarjalnosti, opolnomočenje marginalnih skupin, razvijanje radovednosti za raznokulturne kontekste in razvijanje sposobnosti prenosa med jeziki. Pri obeh dejavnostih so uporabljeni sodobni didaktični pristopi, kot so medpredmetne povezave, projektno učenje in izkustveno učenje. V zaključni fazi je predstavljena refleksija na praktično izvedbo pouka in možnosti vključitve v letno pripravo učitelja oziroma letni delovni načrt šole. Ključne besede: večjezičnost, multikulturnost, medpredmetne povezave, tehnika, gospodinjstvo 42 MULTILINGUALISM AND CROSS-CURRICULAR LINKS (EXAMPLES OF GOOD PRACTICE) DAMIR SOLDAT Dvojezična osnovna šola Lendava / 1. Sz. Lendvai KÁI, Slovenia damir.soldat@gmail.com ABSTRACT In the modern world of intense globalisation and increasing interwovenness of languages and cultures, intercultural and multilingual topics are becoming an important part of each curriculum. Consequently, multilingualism and multiculturalism are not a matter of a single school subject or area of education and it is therefore necessary to include these topics throughout the curriculum. Inclusion of the intercultural dimension into al school subjects leads to a more in-depth and informed acceptance of different languages and cultures, as wel as to a better acquiring of practical knowledge and skil s. First part of the presentation deals with organizational, technical and substantive adjustments needed at a primary school in a bilingual area, what are the legislative solutions, to what extent and how the syl abus is altered and how does this affect the process of teaching. Experience with multiculturalism and bilingualism at the Bilingual Primary School I Lendava gives us a good basis for facing today’s challenges in teaching languages. Among these chal enges, we should mention the increasing influence of the English language, increasing number of immigrants from the republics of former Yugoslavia, as wel as the need for contemporary didactic approaches. Second part deals with the presentation of two examples of good practice on the field of cross-curricular links. The first example is a didactic game with a story about a multilingual mouse, where pupils translate a story written in various languages into the target language, using deduction. This is followed by manufacturing a didactic tool at Design and Technology lessons (cross-curricular link: foreign languages – Design and Technology). The second example is an activity, where pupils are introduced a typical cooking recipe. In the next step, they modify this recipe by creating cultural variations of the given recipe. This is followed by practical cooking and tasting (cross-curricular link: foreign languages – Home Economics). Aims of both activities are positive and in-depth acceptance of lingual and cultural diversity, gaining practical skil s, establishment of a permanent multilingual learning environment, vocabulary acquisition, encouraging creativity, empowerment of marginalized groups and encouraging curiosity for multicultural contexts. In both activities, modern didactic approaches are used, such as cross-curricular links, project learning and experiential learning. In the closure, a reflection on the lessons and the possibilities for including the activities in the teacher’s year plan and school’s annual work programme is presented. Key words: multilingualism, multiculturalism, cross-curricular links, Design and Technology, Home Economics 43 MEDKULTURNOST V RAZREDU: KORAK ZA KORAKOM PROTI VEČJI STRPNOSTI – PRIMER OSNOVNE ŠOLE DANTE ALIGHIERI IZOLA LENA DUJC PRELAZ Osnovna šola Dante Alighieri Izola, Slovenija lena.prelaz@dante-alighieri.si POVZETEK Namen prispevka je predstaviti nekaj dejavnosti s področja medkulturne vzgoje, ki smo jih na osnovni šoli z italijanskim učnem jezikom izvedli v preteklih dveh letih. Soočamo se namreč z izrazito jezikovno in kulturno mešanimi razredi. Opažamo pa, da učenci, ki sicer prihajajo z različnih koncev sveta in pripadajo različnim kulturam, zelo malo ali pa sploh ne poznajo jezikovnega in kulturnega ozadja sošolcev. Ker smo prepričani, da poznavanje kulture bližnjega vodi k večji strpnosti do tujih kultur nasploh, smo začeli načrtno uvajati dejavnosti, ki spodbujajo sprejemanje in pozitiven odnos do kultur sošolcev. V prispevku bodo predstavljene naslednje dejavnosti: izdelava e-knjige receptov Kuhinja sveta, kratki dialogi v jezikih razreda, uspavanke in izštevanke v jezikih razreda in grafične pesmi o miru. Podrobneje bomo predstavili letošnji tehnični dan s področja spoznavanja kulturne dediščine. Tovrstne dni za učence od 6. do 9. razreda organiziramo najmanj enkrat letno že več let zapovrstjo, vsakokrat z različnimi delavnicami. Med učenci so dobro sprejeti, ker jim delavnice omogočajo, da v istem dnevu medkulturnost doživijo iz različnih zornih kotov. Kot opažamo, se pomembnejši rezultati medkulturne vzgoje pokažejo po več letih izvajanja tovrstnih dejavnosti. Tuji učenci so bolj odprti. Narodnostna, kulturna ali verska različnost ni vzrok za prepir. Učenci do omenjenih tem nimajo stereotipnih stališč ampak se jih praviloma lotevajo s premislekom, izhajajoč iz spoznanja, da je sprejemanje različnosti vrednota, ki s(m)o jo že osvojili. Ključne besede: medkulturnost, strpnost, sprejemanje 44 INTERCULTURALISM IN THE CLASSROOM: ONE STEP AT A TIME TOWARDS GREATER TOLERANCE - THE CASE OF PRIMARY SCHOOLS DANTE ALIGHIERI IZOLA LENA DUJC PRELAZ Osnovna šola Dante Alighieri Izola, Slovenia lena.prelaz@dante-alighieri.si ABSTRACT The aim of this paper is to present some activities of the intercultural education that we have carried out in Italian in primary school over the past two years. We are confronted with linguistically and culturally mixed classes. We notice that pupils, who come from different parts of the world and belong to different cultures, have little or no knowledge of the linguistic and cultural background of their classmates. Since we believe that knowledge of one’s culture leads to greater tolerance of foreign cultures in general, we have started to introduce activities that promote acceptance and positive attitudes towards the cultures of all classmates. The following activities wil be presented in this paper: the creation of an e-book titled World Kitchen with recipes, short dialogues in the languages of the class, lullabies and rhymes in the languages of the class and graphic poems about peace. This year’s technical day on learning about cultural heritage wil be presented in more detail. We have been organising these days at least once a year for pupils in grades 6 to 9 for several years in a row, each time with different workshops. They are wel received by the pupils because the workshops allow them to experience interculturality from different perspectives in the same day. As we have observed, the most significant results of intercultural education come after several years of such activities. Foreign pupils are more open-minded. Ethnic, cultural or religious differences are not a cause for argument. Pupils do not have stereotypical attitudes towards these topics, but generally approach them with reflection, starting from the realisation that acceptance of diversity is a value they have already acquired. Key words: interculturality, tolerance, acceptance 45 USVAJANJE DRUGEGA JEZIKA V MEDNARODNEM IZOBRAŽEVANJU OLJA MILOSEVIC The International School of Belgrade, Srbija omilosevic@isb.rs POVZETEK Mednarodne šole omogočajo izobraževanje otrok izseljeniških družin, po vsem svetu, saj lokalni izobraževalni sistem običajno ni mogoč. V teh ustanovah se učni jezik razlikuje od domačega jezika večine učencev in v večini primerov je ta jezik angleščina. V tem plakatu so predstavljene ugotovitve manjše kvalitativne raziskave, ki je bila izvedena v eni od mednarodnih šol v Srbiji z učenci, ki hkrati usvajajo dva ali več jezikov. Čeprav šola ceni jezikovne in kulturne prednosti večjezičnosti učencev, rezultati kažejo, da se v tem procesu učenci, ki obvladajo drugi jezik, soočajo s številnimi izzivi. Doživljajo jezikovno nekompetentnost, menijo, da jim primanjkuje spretnosti za uspeh v šoli, ali pa doživljajo nezmožnost prenosa spretnosti, ki so jih že pridobili v domačem jeziku. Ker doživljajo tesnobo, svojo novo skupnost pogosto dojemajo kot neprilagodljivo in nesposobno zadovoljiti njihove potrebe. Ključne besede: mednarodno izobraževanje, domači jezik, večjezični učenci 46 SECOND LANGUAGE ACQUISITION IN INTERNATIONAL EDUCATION OLJA MILOSEVIC The International School of Belgrade, Serbia omilosevic@isb.rs ABSTRACT International schools provide education for children of globaly mobile expatriate families, as the local educational system is usual y not an option. In these institutions, the language of instruction is different from the home languages of most of the students, and in most cases that language is English. This poster presents findings from smal -scale qualitative research that was carried out in one international school in Serbia with students who acquire two or more languages simultaneously. Although the school values the linguistic and cultural assets multilingual of learners, the results show that in that process, second language students face a number of challenges. They experience language incompetence, feel that they lack the skil s to succeed in school, or experience the inability to transfer the skil s they have already acquired in their home language. As they experience anxiety, they often perceive their new community as inflexible and not able to meet their needs. Key words: International education, home language, multilingual learners 47 MNENJA DOKTORSKIH ŠTUDENTOV O POVRATNIH INFORMACIJAH SVETOVALCEV, MENTORJEV IN VRSTNIKOV WAI PHYO Doctoral School of Education, Madžarska weimm622@gmail.com POVZETEK Raziskovalci morajo za objavo svojih študij dobro obvladati akademsko angleščino (Hyland, 2018). V raziskavi je bilo preučeno, kako 252 doktorskih študentov, ki jim angleščina ni materni jezik in govorijo 52 različnih jezikov, dojemajo povratne informacije in podporo, ki so jo prejeli med pridobivanjem kreditnih točk in pisanjem disertacije v angleščini na 14 univerzah na Madžarskem. V raziskavo je bilo vključenih 14 postavk o povratnih informacijah in podpori, ki so zajemale njihovo samooceno znanja angleščine za akademske namene. Ugotoviti smo želeli, kako študenti dojemajo povratne informacije, ki so jih prejeli od svojih mentorjev in kolegov, kakšen je njihov odnos do povratnih informacij in kako koristne so bile različne vrste povratnih informacij. Anketiranci so na Likertovi lestvici od 1 do 6 ocenili povratne informacije mentorjev tako glede vsebine (M=5,02, SD=1,10) kot glede akademske angleščine (M=4,61, SD=1,38). Glede odnosa do povratnih informacij so se študenti nagibali k temu, da potrebujejo hitrejše (M=4,64, SD=1,27), podrobnejše (M=4,90, SD=1,16) in bolj korektivne (M=4,77, SD=1,11) povratne informacije, da bi izboljšali svoje sposobnosti akademskega pisanja v angleščini. Trdili so, da se počutijo motivirane, kadar so povratne informacije osredotočene na njihove prednosti (M=5,15, SD=0,87), in nemočne, kadar so le kritične (M=4,24, SD=1,42). Vendar se učenci niso povsem strinjali s trditvijo, da jih povratne informacije o njihovih slabostih odvračajo (M=3,28, SD=1,44), kar kaže na njihovo odpornost. T-testi za neodvisne vzorce so pokazali pomembne razlike med spoloma (p<0,05); (1) moški študenti so povratne informacije vrstnikov ocenili višje kot ženske; moški študenti so si bolj želeli (2) hitrejše in (3) podrobnejše povratne informacije kot ženske. Vendar so se študentke bolj strinjale s trditvijo, da jih povratne informacije o slabostih odvračajo od dela. ANOVA pa ni pokazala razlik med študenti različnih letnikov (p>0,05). Ključne besede: doktorski študenti, akademska angleščina, povratne informacije, pisanje 48 DOCTORAL STUDENTS’ VIEWS ON FEEDBACK FROM ADVISORS, TUTORS, AND PEERS WAI PHYO Doctoral School of Education, Hungary weimm622@gmail.com ABSTRACT Researchers need a good command of academic English to publish their studies (Hyland, 2018). A survey examined how 252 non-native English-speaking doctoral students, who represent 52 different languages, perceived feedback and support they received while earning their credits and writing their dissertation in English at 14 universities in Hungary. Fourteen items on feedback and support were included in the survey tapping into their self-assessed English proficiency for academic purposes. We aimed to find out how students perceived feedback received from their tutors, thesis advisors, and from peers, what their attitudes towards feedback were, and how helpful different types of feedback was. Respondents rated their advisor’s feedback high on a 1 to 6 Likert scale both on content (M=5.02, SD=1.10) and on academic English (M=4.61, SD=1.38). Regarding their attitudes towards feedback, students tended to need faster (M=4.64, SD=1.27), more detailed (M=4.90, SD=1.16), and more corrective (M=4.77, SD=1.11) feedback to improve their English academic writing abilities. They claimed to feel motivated when feedback focused on their strength (M=5.15, SD= 0.87), and helpless when feedback was only critical (M=4.24, SD=1.42). However, students did not strongly agree with the statement that feedback on their weaknesses discouraged them (M=3.28, SD=1.44), indicating their resilience. Independent-samples t tests showed significant gender differences (p<0.05); (1) male students rated peer feedback higher than females; male students wanted (2) faster and (3) more detailed feedback more than female students. However, female students agreed more with the statement that feedback on weaknesses discouraged them. However, ANOVA showed no differences among students in different years (p>0.05). Key words: doctoral students, academic English, feedback, writing 49 “LETEČI NAREK ALI LETEČI PREPIS” ANDREJA KOLAR Osnovna šola Livada Velenje, Slovenija andreja.music@os-livada.si POVZETEK Problemi, ki pestijo naš »pedagoški svet« so motivacija učencev za učenje, njihovo aktivno sodelovanje pri procesu, povezovanje usvojenega znanja, logično sklepanje … Kot rešitev za te probleme oz. izzive vidim v vlogi učitelja, učiteljice. Pri poučevanju nemščine na osnovni šoli izhajam namreč iz dveh prepričanj: 1. Učitelj je motivator in ne zgolj tog posrednik znanja, učitelj mora navdušiti učence za učenje, ustvariti prijetno, sproščeno vzdušje v razredu, podati vsebino na zanimiv, igriv način, izbirati različne oblike in metode dela glede na skupino, ki jo ima v trenutku učnega procesa pred sabo. 2. Učitelj je diagnostik, mora prepoznati, kakšne tipe učencev ima pred sabo, zgraditi stik z večino njih. Ob zavedanju, da so učenci različni, različno inteligentni se bomo lahko uspešneje spoprijeli s številnimi problemi današnjega časa. Howard Gardner opredeli sedem vrst bistroumnosti, vsak otrok ima vseh sedem vrst inteligence v različnih razmerjih. S prepoznavanjem le teh in organiziranje dejavnosti v šoli v skladu s tem vedenjem, nas vodi do prijetnejše klime v razredu, učinkovitosti in posledično do boljšega uspeha. Od teh sedmih vrst bistroumnosti (jezikovne, prostorske, telesno-gibalne, glasbene, medosebne, logično- matematične in osebne) je moj fokus na telesno – gibalni. Zakaj? Pedagoška stroka in zdravstvena stroka opozarjata, da se učenci premalo gibljejo in da se motnja hiperaktivnosti pojavlja pri 3 do 5 odstotkih populacije, bolj pogosto je prepoznana pri dečkih kot pri deklicah. Moj primer dobre prakse »Leteči prepis ali leteči narek« je ena od oblik in metod dela v razredu, ki omogoča učencem in učenkam, da se gibljejo, skozi igro urijo branje in pomnjenje, spoznavajo pravopis ter širijo besedišče. Izkušnje kažejo, da imajo učenci radi motorične aktivnosti. Kadar aktivno sodelujejo pri procesu, je pozornost manj oz. minimalno motena, učenci so bolj zadovoljni in uspešnejši. Ključne besede: motivacija, aktivnost, uspeh 50 “RUNNING DICTATION OR RUNNING TRANSCRIPTION” ANDREJA KOLAR Osnovna šola Livada Velenje, Slovenia andreja.music@os-livada.si ABSTRACT The problems that plague our “pedagogical world” are students’ motivation to learn, their active participation in the process, the integration of acquired knowledge, logical reasoning etc. I see the solution to these problems or chal enges in the role of the teacher. In teaching German at primary school, I have two ideas: 1. The teacher is a motivator and not just a rigid knowledge broker, the teacher has to get the pupils excited about learning, create a pleasant, relaxed atmosphere in the classroom, deliver the content in an interesting, playful way, choose different forms and methods of work according to the group he/she has in front of him/her at the moment of the learning process. 2. The teacher is a diagnostician, he/she has to identify the types of learners in front of him/her, to build a rapport with the majority of them. Knowing that pupils are different, with different intel igences, we wil be able to deal more successful y with many of the problems nowadays. Howard Gardner identifies seven kinds of intelligence, and every child has all seven kinds of intelligence in different proportions. Recognising these and organising activities in school according to these behaviours leads us to a more pleasant classroom climate, efficiency and, consequently, to better success. Of these seven types of astuteness (linguistic, spatial, physical-motor, musical, interpersonal, logical-mathematical and personal), my focus is on physical-motor. Why? The teaching profession and the health profession point out that pupils do not move enough and that hyperactivity disorder occurs in 3 to 5 per cent of the population, and is more often identified in boys than in girls. My good practice example “Running dictation or running transcription” is one of the forms and methods of classroom work that al ows pupils to move around, practise reading and memorisation through play, learn spel ing and expand their vocabulary. Experience shows that pupils love motor activities. When they are actively involved in the process, attention is less or minimal y distracted, and pupils are more satisfied and more successful. Key words: motivation, activity, success 51 VEČJEZIČNI SPLETNI SLOVARČEK V ŠESTEM RAZREDU MARUŠKA ROJC Osnovna šola Draga Bajca Vipava, Slovenija maruska.rojc@os-vipava.si POVZETEK Ozadje in namen predstavitve: izdelava spletnega slovarčka za učenčevo samostojno uporabo ter uporabo v razredu. Povzetek glavnih točk predstavitve: 1. seznanitev z osnovnim besediščem v sedmih jezikih (angleščini, nemščini, italijanščini, španščini, francoščini, hrvaščini in japonščini): učiteljice učencem predstavijo države, v kateri se jezik govori, kulturo … nato pa se skupaj posvetijo predvidenim temam: števila do 10, družina, hrana, pozdravi in osnovna vprašanja ter živali; 2. uporaba spleta za iskanje ustreznih besed v tujem jeziku: učenci s pomočjo tablic, računalnikov in pametnih telefonov poiščejo prevode besed iz naštetih tem; 3. izdelava spletnega slovarčka: skupine imajo odprt isti Googlov dokument, vanj vstavljajo besede v določenem jeziku ter v živo spremljajo nastajanje slovarja; 4. medpredmetno povezovanje: pri izbirnem predmetu Likovno snovanje 1 učenci narišejo sličice, ki predstavljajo izbrano besedišče; 5. zvočni zapis besed: učiteljice pripravijo zvočni zapis besed v vseh sedmih jezikih. Zapis je dodan k besedam v slovarčku. Predstavitev bo obravnavala uporabo informacijske in komunikacijske tehnologije (IKT) v večjezičnem izobraževanju in razno-/večjezični pristop k poučevanju in učenju jezikov. Predstavljeno bo, kako lahko učencem na zanimiv način približamo tuje jezike, jim vzbudimo zanimanje zanje, jih naučimo, kako na spletu poiskati besede in/ali njihov pomen, kako uporabljati slovar in nenazadnje, kako lahko sami izdelajo slovarček, ki jim bo koristil in jih motiviral pri učenju tujih jezikov. Slovarček bomo vsako leto nadgradili z novimi besedami in z novimi jeziki. Učenci se bodo lahko posluževali slovarja, ga uporabljali samostojno ali v razredu kot pomoč pri delu. Z njim si lahko pomagajo pri spoznavanju in učenju jezikov, ki (ni)so prisotni na naši šoli. Primerjajo njihove podobnosti in razlike. Slovar jih lahko motivira in pomaga pri učenju, ker »več jezikov znaš, več veljaš«. Povezava: https://www.os-vipava.si/2021/10/evropski-dan-jezikov-v-sestem-razredu-spletni-slovarcek/ Ključne besede: spletni slovarček, več-/raznojezični pristopi poučevanja, IKT, raznojezično izobraževanje, nove besede, šestošolci, Osnovna šola Draga Bajca Vipava 52 MULTILINGUAL ONLINE DICTIONARY IN GRADE 6 MARUŠKA ROJC Osnovna šola Draga Bajca Vipava, Slovenia maruska.rojc@os-vipava.si ABSTRACT The background and purpose of the presentation: to create an online dictionary for students’ independent use and for the use in the classroom. Summary of the main points of the presentation: 1. introduction to basic vocabulary in seven languages (English, German, Italian, Spanish, French, Croatian, Japanese and Spanish): the teachers introduce the pupils the country in which the language is spoken, its culture etc. and then work together on the following topics: numbers up to 10, family, food, greetings, basic questions, and animals; 2. using the Internet to look up relevant words in the foreign language: using tablets, computers and smartphones, pupils look up translations of words from the topics listed; 3. creating an online dictionary: groups of pupils open the same Google document, they insert words in a specific language and watch the dictionary being created; 4. cross-curricular integration: in the elective subject Art Design 1, pupils draw thumbnails representing the chosen vocabulary; 5. sound recording of words: teachers make a sound recording of words in al seven languages. The recording is added to the words in the glossary. The presentation wil address the use of information and communication technology (ICT) in multilingual education and the multi-/plurilingual approach to language teaching and learning. It wil show how to introduce foreign languages in an interesting way, how to arouse students’ interest in them, how to look up words and/or their meanings online, how to use a dictionary and, last but not least, how to create a dictionary themselves that wil be useful and motivating for them in foreign language learning. Each year, we wil update the dictionary with new words and new languages. Students wil be able to use the dictionary on their own or in the classroom to help them with their work. They can use it to help themselves learn languages that are (not)present in our school. They can compare their similarities and differences. It can motivate and help them to learn because “the more languages you know, the more you are worth”. Link: https://www.os-vipava.si/2021/10/evropski-dan-jezikov-v-sestem-razredu-spletni-slovarcek/ Key words: online dictionary, multi-/plurilingual teaching approaches, ICT and plurilingual education, new words, Grade 6 pupils, Primary School Draga Bajca Vipava 53 eTWINNING PROJEKTI SPODBUJAJO MEDKULTURNOST PRI POUČEVANJU IN UČENJU TUJIH JEZIKOV VESNA ARH Gimnazija Franceta Prešerna, Slovenija vesna.arh@gfp.si POVZETEK Z dijaki Gimnazije Franceta Prešerna sodelujem v eTwinning projektih že vse od leta 2013. V tem času smo vsako leto prejeli Znak kakovosti, dvakrat Evropski znak kakovosti, na konferenci KONFeT pa smo prejeli nagrado Zlati kabel. Letos z dijaki 1. letnikov sodelujemo v dveh eTwinning projektih: Werde mein Brieffreund und zeig mir dein Land, pri katerem si naši dijaki dopisujejo s poljskimi sovrstniki ter Unternehmen Europa, pri katerem skupaj z Italijani, Slovaki, Hrvati, Turki in Poljaki raziskujejo kulturo, običaje, navade in pokrajino sodelujočih dežel ter si izmenjujejo izkušnje o gospodarskem mednarodnem svetu. Med izvajanjem nalog, ki jih morajo dijaki opravljati, le ti vedno pokažejo veliko kreativnosti in inovativnosti. V času sodelovanja se splete mnogo prijateljstev, ki ostanejo živa še po izteku projektov. Med projektom dijaki dihajo kot eno, sodelujejo, si pomagajo in skupaj iščejo rešitve - tu se vedno pokaže moč timskega dela, ki se nato izrazi v izjemnih končnih produktih. Skupna točka vseh eTwinning projektov je raziskovanje drugih dežel in kultur, njihovih običajev in navad, izmenjava idej in znanj ter spodbujanje učenja nemščine na malce drugačen način. Dijaki se v času izvajanja projektov na nevsiljiv način naučijo tudi veliko besed in fraz jezikov svojih vrstnikov, s katerimi sodelujejo v projektih. V nadaljevanju bi rada še na kratko predstavila našo TwinSpace platformo, kjer se nahajajo vsi izdelki – produkti mednarodnega skupinskega dela, kaj so jih dijaki letos dokončali pri projektu Unternehmen Europa. Ključne besede: medkulturnost, učenje jezikov, eTwinning projekti 54 eTWINNING PROJECTS PROMOTE INTERCULTURAL LEARNING AND LEARNING OF FOREIGN LANGUAGES VESNA ARH Gimnazija Franceta Prešerna, Slovenia vesna.arh@gfp.si ABSTRACT I have been working with the pupils of Gymnasium Franceta Prešerna on eTwinning projects since 2013, during which time we have been awarded the Quality Label every year, the European Quality Label twice, and the Golden Cable Award at the KONFeT conference. This year, we are participating in two eTwinning projects with 1st year students: Werde mein Brieffreund und zeig mir dein Land, in which our students correspond with their Polish peers, and Unternehmen Europa, in which they explore the culture, customs, habits and landscape of the participating countries together with Italians, Slovaks, Croats, Turks and Poles, and exchange experiences about the international economic world. They always show a great deal of creativity and innovation in the tasks they have to perform. Many friendships are forged during the cooperation that remain alive after the projects have finished. During the project, students breathe as one, col aborate, help each other and work together to find solutions – this is where the power of teamwork always shines through, and is then reflected in outstanding final products. The common point of al eTwinning projects is to explore other countries and cultures, their customs and habits, to exchange ideas and knowledge and to encourage learning German in a slightly different way. During the projects, students also learn, in a non-intrusive way, many words and phrases from the languages of their peers with whom they are working in the projects. Next, I would like to give a brief overview of our TwinSpace platform, where al the products of the international teamwork that the students have completed this year in the Unternehmen Europa project are located. Key words: interculturality, learning languages, eTwinning projects 55 PREOBRAZBA DEDIŠČINSKIH JEZIKOVNIH ŠOL MED PANDEMIJO: POVEZANOST, SKUPNOST, PEDAGOGIKA IN IDENTITETA NINA PAULOVICOVA1, MARTA MCCABE2 & RENATA EMILSSON PESKOVA3 1 Athabasca University, Centre for Humanities, Kanada 2 Duke University, The Graduate School, Združene države Amerike 3 School of Education at the University of Iceland, Islandija npaulovicova@athabascau.ca, marta.mccabe@duke.edu, renata@hi.is POVZETEK Ko je v začetku leta 2020 izbruhnila pandemija, so vlade javnim šolam ponudile podporo za lažji prehod na spletno poučevanje. Zgodba jezikovnih šol s kulturno dediščino (HLS) je bila precej drugačna. Te skupnostne šole, prepuščene lastni usodi, so se morale same spopasti s pritiski pandemije. S to študijo želimo razumeti odzive skupnosti HLS in njihovo zmožnost vzpostavljanja odpornosti na individualni, skupnostni in institucionalni ravni. Ta kvalitativna raziskava iz let 2020/2021, ki temelji na petindvajsetih intervjujih z vodstvom šol HLS in učitelji Združenja za mednarodne in dediščinske jezike (IHLA) v Edmontonu, Alberti, Kanadi, pristopa k učenju dediščinskih jezikov kot skupnosti prakse (Lave in Wenger, 1991), kjer učenci pridobivajo dediščinske jezike, medtem ko sodelujejo v družbeno-kulturnih skupnostnih praksah. Praktiki skupnosti kažejo več spontanosti v primerjavi s centraliziranim in birokratskim načrtovanjem tradicionalnih izobraževalnih ustanov. Basujeva (2011) konceptualizacija šole kot prostora integracije prek večjezičnosti nam pomaga razumeti, katere integracijske kanale je prekinila pandemija in kako je prehod na spletno poučevanje in učenje spremenil sedanje modele integracije. Pomanjkanje vladne podpore je voditelje HLS prisililo k iskanju novih priložnosti. Glavne teme, ki so se pojavile iz zbranih podatkov, so vključevale prizadevanje za nova znanja in spretnosti, neposredno odzivanje na potrebe skupnosti ter iskanje pomoči v nadnacionalnih virih in sodelovanju. Mednarodne smernice za strokovne prakse v jezikovnih šolah s kulturno dediščino v skupnosti so primer povečanega mednarodnega sodelovanja in profesionalizacije HLS. Ključne besede: dediščina, jezikovne šole, pandemija, povezanost, skupnost, pedagogika, identiteta 56 TRANSFORMATION OF HERITAGE LANGUAGE SCHOOLS DURING THE PANDEMIC: CONNECTIVITY, COMMUNITY, PEDAGOGY AND IDENTITY NINA PAULOVICOVA1, MARTA MCCABE2 & RENATA EMILSSON PESKOVA3 1 Athabasca University, Centre for Humanities, Canada 2 Duke University, The Graduate School, United States of America 3 School of Education at the University of Iceland, Iceland npaulovicova@athabascau.ca, marta.mccabe@duke.edu, renata@hi.is ABSTRACT When the pandemic struck in early 2020, governments offered public schools support to ease the transition to online teaching. The story of heritage language schools (HLS) was quite different. Left to their own fates, these community schools had to cope with the pressures of the pandemic by themselves. Through this study, we hope to understand the responses of HLS communities and their ability to build resilience on individual, communal and institutional levels. This 2020/2021 qualitative research based on twenty-five interviews with HL school leaders and teachers of the International and Heritage Languages Association (IHLA) in Edmonton, Alberta, Canada approaches heritage language learning as a community of practice (Lave & Wenger, 1991), where learners acquire heritage languages while engaged in socio-cultural communal practices. Community practitioners display more spontaneity in comparison to the centralized and bureaucratic planning of traditional educational institutions. Basu’s (2011) conceptualizing of school as a space of integration through multilingualism helps us understand what integration channels were disrupted by the pandemic and how the transition to online teaching and learning altered the current models of integration. Lack of governmental support pushed HLS leaders to explore new opportunities. The main themes that emerged from the data included pursuing new skil s, direct response to community needs, and seeking help in transnational resources and collaboration. The International Guidelines for Professional Practices in Community-Based Heritage Language Schools provide an example of increased international collaboration and professionalization of the HLS. Key words: Heritage Language Schools, pandemic, connectivity, community, pedagogy, identity 57 RAZVOJ JEZIKOVNE OZAVEŠČENOSTI Z OTROKOM PRIJAZNIMI PRISTOPI PETRA ŠTRANCAR Osnovna šola Antona Aškerca, Slovenija petra.strancar@gmail.com POVZETEK Za tovrstno predstavitev sem se odločila, ker želim predstaviti kako na naši šoli poskušamo doseči, da bi učenci sami prišli do spoznanja, da je poznavanje jezikov koristno ter da jim bo znanje jezikov v življenju koristilo tako v službenem kot v privatnem življenju. V predstavitvi bom na kratko predstavila vse dejavnosti, ki jih na šoli izvajamo za prebujanje jezikovne ozaveščenosti ter bolj natančno objasnila tisti dve, ki se kažeta kot najuspešnejši pri motiviranju otrok za učenje tujih jezikov. Bolj natančno bom predstavila poletne tečaje angleščine z maternimi govorci, ki jih že nekaj let organiziramo na naši šoli ter dejavnosti, ki jih tudi že nekaj let izvajamo za nadarjene učence. Skozi primere dobre prakse bom torej predstavila kako na šoli gradimo na motivaciji učencev za učenje tujih jezikov, jezikovnemu prebujanju in jezikovni ozaveščenosti učencev. Po vseh dejavnostih z učenci izvedemo evalvacijo in glede na rezultate evalvacije je jasno, da so učenci nad dejavnostmi navdušeni, z navdušenjem se jih udeležujejo leto za letom. Opazna je njihova želja po novih izkušnjah, po drugačnem pristopu k učenju ter seveda tudi navdušenje nad napredkom, ki je očiten. Učenci pridobijo tudi na samozavesti in izgubijo strah pred komunikacijo v tujem jeziku. Moja predstavitev lahko marsikomu poda nove ideje in izzive kako graditi na jezikovni ozaveščenosti učencev, ter jih motivira, da bodo poskušali podobne delavnice izvesti tudi na svojih šolah ter s tem na vseslovenski ravni izboljšali motiviranost in ozaveščenost otrok za tuje jezike. Ključne besede: motivacija, jezikovna ozaveščenost, delavnice, tuji jeziki 58 DEVELOPING LANGUAGE AWARENESS THROUGH CHILD- FRIENDLY APPROACHES PETRA ŠTRANCAR Osnovna šola Antona Aškerca, Slovenia petra.strancar@gmail.com ABSTRACT I decided to make this presentation because I want to show how our school tries to make the pupils themselves realise that knowledge of languages is useful and that they will benefit from language skills in their professional and private lives. In this presentation, I wil briefly outline al the activities we carry out in our school to awaken language awareness and explain in more detail the two that have proved most successful in motivating children to learn foreign languages. I wil present in more detail the summer English courses with native speakers that we have been organising at our school for several years and the activities that we have also been organising for gifted pupils for several years. Through examples of good practice, I wil therefore present how we build on the motivation of our pupils to learn foreign languages, language awakening and language awareness in our school. After all the activities, we carry out an evaluation with the pupils and it is clear from the evaluation results that the pupils are enthusiastic about the activities, they participate with enthusiasm year after year. There is a desire for new experiences, for a different approach to learning and, of course, an enthusiasm for the progress that is evident. They also gain confidence and lose their fear of communicating in a foreign language. My presentation may give many people new ideas and chal enges on how to build on the language awareness of their pupils, and motivate them to try to run similar workshops in their own schools, thus improving the motivation and awareness of children for foreign languages on a nationwide level. Key words: motivation, language awareness, workshops, foreign languages 59 MEDKULTURNOST PRI POUČEVANJU OSNOVNOŠOLCEV NA NARODNOSTNO MEŠANEM OBMOČJU SLOVENSKE ISTRE ALENKA LIKAR Osnovna šola Koper, Slovenija alenkalikar.2010@gmail.com POVZETEK Vzgoja za medkulturnost, večjezičnost in nasploh znanje, poznavanje in nenazadnje zanimanje za jezike, tako sosedske kot tuje, je nadvse pomembno in zagotovo prispeva k lažjemu integriranju v družbo. Na Osnovni šoli Koper je pojem medkulturnost globoko zasidran v šolski vsakdan. Temu botruje tudi pestra paleta učencev, ki bodisi prihajajo na našo šolo iz drugih držav, ali so rojeni v Sloveniji, vendar čutijo pripadnost ne le slovenski temveč tudi neki drugi kulturi, večinoma zaradi družinskega ozadja. Prispevek temelji na konkretnih primerih pedagoške prakse, ki stremijo k vzpostavitvi raznojezičnosti naklonjenega učnega okolja z očitno prisotnostjo medkulturnih vsebin ne le zgolj pri pouku jezika. Dnevi dejavnosti so odlična možnost, ki ponujajo vključevanje smernic vseživljenjskega učenja kot tudi dejavnosti, ki v ospredje postavljajo sprejemanje medkulturnosti. Naj kot primer navedem kulturni dan ob obeležitvi evropskega dneva jezikov, ki naše učence že peto leto zapored ozavešča o dejstvu, da jezikovna raznolikost predstavlja pomembno orodje za doseganje boljšega medkulturnega razumevanja. Kulturni dan Na stičišču je namenjen ozaveščanju o prepletenosti italijanščine in slovenščine na koprskem območju, spoznavanju drugih kultur ter jezikov, ki so prisotni na Osnovni šoli Koper v obliki maternih jezikov učencev, ki imajo bodisi status učencev priseljencev bodisi neko specifično migrantsko ozadje, in jezikov, ki se jih učenci lahko učijo na šoli. Raznojezični koncept namreč spodbuja vsevključenost in vseprisotnost različnih jezikov, kultur in njihovih rab, za čigar razvoj smo si na šoli prizadevali tudi v okviru projekta JeŠT (Jeziki štejejo). Ozaveščanje učencev o pomenu mednarodnega dneva materinega jezika in seznanitev šestošolcev z osnovami latinščine sta ravno tako doprinesla k procesu usvajanja raznojezične kompetence. Ključne besede: medkulturnost, večjezičnost, osnovna šola, integrirani didaktični pristopi 60 INTERCULTURALISM IN TEACHING PRIMARY SCHOOL PUPILS IN THE ETHNICALLY MIXED AREA OF SLOVENIAN ISTRIA ALENKA LIKAR Osnovna šola Koper, Slovenia alenkalikar.2010@gmail.com ABSTRACT Education for interculturality, multilingualism and knowledge in general, familiarity with and, last but not least, interest in languages, both neighbouring and foreign, is of the utmost importance and certainly contributes to a better integration into society. At Primary School Koper, the concept of interculturality is deeply rooted in the everyday life of the school. This is also due to the wide range of pupils who either come to our school from other countries or were born in Slovenia, but feel a sense of belonging not only to Slovenian culture but also to another culture, mostly due to their family background. The paper is based on concrete examples of pedagogical practices that strive to create a learning environment conducive to multilingualism, with the obvious presence of intercultural content not only in language classes. Activity days are an excel ent option, offering the integration of lifelong learning guidelines as wel as activities that put the acceptance of interculturality at the forefront. To take one example, the cultural day to mark the European Day of Languages, which now for the fifth year has raised awareness among our pupils of the fact that linguistic diversity is an important tool for achieving better intercultural understanding. The aim of the cultural day Meeting Point is to raise awareness of the intertwining of Italian and Slovenian in the Koper area, to learn about other cultures and languages present at Primary School Koper in the form of the mother tongues of pupils who have either immigrant status or a specific migrant background, and the languages that pupils can learn at school. The multilingual concept promotes the inclusiveness and omnipresence of different languages, cultures and their uses, which the school has also worked to develop in the context of the Languages Mat er project. Raising pupils’ awareness of the importance of International Mother Language Day and introducing Grade 6 pupils to the basics of Latin have also contributed to the process of acquiring multilingual competence. Key words: interculturality, multilingualism, primary school, integrated didactic approaches 61 UČENČEVA IDENTITETA S POMOČJO TUJEGA JEZIKA BARBARA ČATAR Osnovna šola Cirkulane-Zavrč, Slovenija barbara.catar@outlook.com POVZETEK Učenje novega jezika nam daje priložnost, da si ustvarimo nov svet, znotraj katerega lahko gradimo samostojno identiteto. Tuj jezik nam daje možnost, da se izrazimo na novi ravni. Posledično pozitivno prispeva k rasti in razvoju naše lastne osebnosti. V osnovni šoli se učenci začnejo učiti angleščino v prvem razredu, do devetega razreda pa si že zgradijo identiteto v angleščini. Poučujem starejše učence (od sedmega do devetega razreda), ki postajajo mladi odrasli in so v najbolj občutljivih, radovednih in vznemirljivih letih. Želela sem se jim približati, jim s svojimi urami omogočiti vpogled v življenje; da bi se počutili opažene, slišane in vključene v izobraževalni proces. Moj cilj je bil ustvariti varno okolje, ločeno od doma, v katerem se lahko izrazijo ter se počutijo sprejete in spodbujene. Kot učiteljica angleškega jezika sem dobila priložnost soustvarjati njihovo identiteto v tujem jeziku in navdihnilo me je, kako se nekateri učenci lažje izražajo v angleščini. Radovednost moje narave me je vodila k nadaljnjemu raziskovanju; ugotovitve so mi omogočile, da sem se učencem približala z drugega zornega kota in jim oblikovala varno, zaupanja vredno okolje, v katerem lahko uporabljajo angleščino kot orodje za samoizražanje. V tej predstavitvi bom predstavila svoje delo z nekaterimi učenci. Vključila bom kratek opis svojega pristopa, intervjuje s svojimi učenci in na koncu analizo intervjujev. Ključne besede: jezikovna identiteta, samoizražanje, angleški jezik 62 A STUDENT’S IDENTITY THROUGH A FOREIGN LANGUAGE BARBARA ČATAR Osnovna šola Cirkulane-Zavrč, Slovenia barbara.catar@outlook.com ABSTRACT Learning a new language gives us an opportunity to create a new world, within which we can build a separate identity. A foreign language provides us with a possibility to express ourselves on a new level. Consequently, it positively contributes to the growth and development of our own personality. In primary school, students start learning English in the first grade, and by the time they reach the ninth grade, they have already built an identity in English. I have been teaching older students (from seventh to ninth grade), who are becoming young adults and are in their most sensitive, inquisitive and thril ing years. I wanted to approach them, to give them an insight into life through my lessons; to make them feel noticed, heard and included into the educational process. My goal was to create a safe environment, separate from home, where they can express themselves and feel accepted and encouraged. As a teacher of the English language, I have been given an opportunity to co-create their identities in a foreign language and what inspired me, is how some students find it easier to express themselves in English. Inquisitiveness of my nature led me to further research; my findings enabled me to approach students from a different angle and form a safe, trustworthy environment for them to use English as a tool of self-expression. In this presentation, I wil present my work with some of my students. I wil include a brief description of my approach, interviews with my students, and final y, the analysis of the interviews. Key words: language identity, self-expression, English language 63 CLIL – PREDNOST V POKLICNEM IZOBRAŽEVANJU ERIKA FERFOLJA VIDIČ & NASTJA VALENTINČIČ AL BUKHARI Šolski center Nova Gorica, Srednja ekonomska in trgovska šola, Slovenija erika.ferfoljavidic@scng.si, nastja.valentincic@scng.si POVZETEK Upad vpisa na srednjo šolo, nemotiviranost dijakov pri pouku, problem osipa dijakov med šolskim letom ter slabi medsebojni odnosi zaposlenih – to so močni izzivi za velike spremembe na šoli. V letu 2008 so se uvedli novi izobraževalni programi na gimnazijah ter na srednjem poklicnem in strokovnem izobraževanju. Z novimi programi se v srednjem strokovnem izobraževanju zmanjša število ur za L3 (italijanščina), v srednje poklicnem izobraževanju pa se L3 (italijanščina) ukine. Medtem smo se na šoli prebijali skozi nove kurikule ter v zvezi s tem začeli spreminjati ustaljene pedagoške prakse. Ker je naša šola locirana ob meji z Italijo, je znanje italijanščine zelo pomembno na vseh izobraževalnih programih, saj je povezovanje gospodarstev na obeh straneh meje zelo pomembno. Prav zato smo v tem obdobju na gimnazijskem in srednje strokovnem izobraževanju začeli poskusno izvajati timsko poučevanje učiteljev strokovnih predmetov in tujih jezikov - CLIL (L2, L3), ki nam je prineslo zavidanja vredne rezultate. Že ob prenovi programov smo o posledicah nepoznavanja italijanščine pri dijakih opozorili gospodarske deležnike v našem okolju, ki pa so se srečali s težavo šele po dveh letih. Edino rešitev smo videli, da tudi v srednjem poklicnem izobraževanju načrtujemo kroskurikularno povezovanje strokovnih vsebin z L3 – italijanščino. V programih trgovec in administrator smo v okviru odprtega kurikula uvedli novi modul CLIL ali Tuji jezik v stroki. S pomočjo kolegov, ki so s tem načinom poučevanja že imeli izkušnje, smo za modul pripravili nove učne načrte, prav tako so nam pomagali in svetovali pri učnih pripravah. Velikokrat pa smo bili prisotni pri urah timskega poučevanja kolegov, kjer smo opazovali uporabo različnih metod in oblik dela. Učni načrti za poučevanje tujega jezika v stroki so usmerjeni v avtentične vsebine iz različnih strokovnih predmetov (prodajni proces, poznavanje blaga, poslovni bonton itd). Timi učiteljev skupaj načrtujejo didaktične priprave za bilingvalno timsko poučevanje v razredih, ki daje večji poudarek govornemu delu poučevanja jezika. Dijaki tako pridobijo znanja, ki jih bodo potrebovali na njihovi poklicni poti na različnih delovnih mestih. Našo dobro prakso smo prenesli tudi na Biotehniško šolo na program gastronom-hotelir. Ključne besede: poklicno izobraževanje, poznavanje jezika okolja L3, kroskurikularno povezovanje, timsko poučevanje 64 CLIL – THE ADVANTAGE IN VOCATIONAL EDUCATION ERIKA FERFOLJA VIDIČ & NASTJA VALENTINČIČ AL BUKHARI Šolski center Nova Gorica, Srednja ekonomska in trgovska šola, Slovenia erika.ferfoljavidic@scng.si, nastja.valentincic@scng.si ABSTRACT The declining enrolment in secondary school, unmotivated students in classes, the problem of students dropping out during the school year, and poor staff relations – these are strong chal enges for major changes at the school. In 2008, new educational programmes were introduced in grammar schools and in vocational and technical secondary education. The new programmes reduce the number of hours for L3 (Italian) in secondary technical education and abolish L3 (Italian) in secondary vocational education. In the meantime, the school has been working its way through the new curricula and has started to change its established teaching practices. As our school is located on the border with Italy, the knowledge of Italian is very important in al educational programmes, as the integration of the economies on both sides of the border is very important. That is why, during this period, we started to pilot CLIL (L2, L3) team-teaching for teachers of vocational subjects and foreign languages in secondary and vocational education, which has brought us enviable results. Already at the time of the curriculum renewal, the consequences of students’ lack of knowledge of Italian were brought to the attention of the economic stakeholders in our environment, who were only confronted with the problem after two years. The only solution we saw was to plan a circular integration of vocational content with L3 – Italian – also in vocational secondary education. In the merchant and administrator programmes, we have introduced a new CLIL module or Foreign Language in the Profession as part of the open curriculum. With the help of col eagues who already had experience in this teaching method, we prepared new curricula for the module, and they also helped and advised us in our teaching preparations. We were often present in colleagues’ team-teaching sessions, where we observed the use of different methods and forms of work. The curricula for foreign language teaching in the profession focus on authentic content from different professional subjects (sales process, knowledge of goods, business etiquette, etc.). Teams of teachers work together to plan didactic preparations for bilingual team teaching in the classroom, which puts more emphasis on the speaking part of language teaching. Students thus acquire the skil s they wil need for their careers in a variety of workplaces. We have also transferred our good practice to the Biotechnical School’s Gastronomy-Hotelier programme. Key words: vocational education, L3 language proficiency, circular integration, team teaching 65 MEDKULTURNOST PRI POUČEVANJU IN UČENJU JEZIKOV “ENAKE MOŽNOSTI” ZA UČENCE PRISELJENCE Primer: vključevanje osnovnošolskih otrok NEŽA MARKOČIČ Osnovna šola Milojke Štrukelj v Novi Gorici, Slovenija neza.hrovatin@gmail.com POVZETEK V predstavitvi obravnavam temeljno človeško potrebo po sprejetosti in pripadanju ter socialni vključenosti. Vsak izmed nas se je že kdaj znašel v novi, nepoznani situaciji z nepoznanimi ljudmi. Občutki, ki nas v taki situaciji prevevajo, so strah, nelagodnost, negotovost, vznemirjenje. Prisotna je pisana paleta čustev. Zagotovo je ob tem pogosto prisotna tudi velika želja, da bi se predstavili v najboljši luči. Začenjamo na novo in pred seboj imamo vse možnosti. Neskladnost med željo in zmožnostjo realizacije pa je včasih zelo velika. In prav ta občutja mnogokrat izkušajo priseljenci, ki delajo svoje prve korake v novi državi. K prepletu neugodnih čustev se pridružuje še dejstvo nerazumevanja jezika, nepoznavanje sistema in ljudi. »Medsebojni odnosi, ki temeljijo na sprejemanju in podpori, so predpogoj za uspešno učenje in delo«. Ključne besede: medkulturnost, večkulturnost, jeziki, integracija, izkušnje, sodelovanje, razumevanje 66 INTERCULTURALISM IN LANGUAGE TEACHING AND LEARNING “EQUAL OPPORTUNITIES” FOR IMMIGRANT PUPILS Example: integration of primary school children NEŽA MARKOČIČ Osnovna šola Milojke Štrukelj v Novi Gorici, Slovenia neza.hrovatin@gmail.com ABSTRACT In this presentation I address the basic human need for acceptance, belonging and social inclusion. Everyone has been in a new, unfamiliar situation with unfamiliar people. The feelings that come over us in such a situation are fear, discomfort, uncertainty, excitement. There is a colourful range of emotions. There is certainly often an overwhelming desire to present ourselves in the best light. We are starting afresh and we have all the possibilities before us. But the disparity between the desire and the ability to realise it is sometimes very great. And these feelings immigrants experience often as they take their first steps in a new country. Added to the mix of uncomfortable feelings is the fact of not understanding the language, not knowing the system and not knowing the people. “Interpersonal relationships based on acceptance and support are a prerequisite for successful learning and work”. Key words: interculturality, multiculturalism, languages, integration, experience, cooperation, understanding 67 VEČJEZIČNI PRISTOPI K UČENJU, POUČEVANJU IN OCENJEVANJU V UČNEM NAČRTU ZA WALES - POGLEDI UČITELJEV MEDNARODNIH JEZIKOV ELIN ARFON Cardiff University, Združeno kraljestvo arfone@cardiff.ac.uk POVZETEK Novi učni načrt za Wales za učence od 3. do 16. leta starosti se bo začel izvajati leta 2022 v šolah v Walesu v Združenem kraljestvu. Novi učni načrt obravnava “večjezični in večjezični pristop” k poučevanju valižanščine, angleščine in mednarodnih jezikov. V Walesu se spreminjajo tudi kvalifikacije za 16 let stare preizkuse GCSE, vključno s kvalifikacijami za jezike. Kaj torej pomeni “večjezični in raznojezični pristop” novega učnega načrta za Wales za učenje, poučevanje in ocenjevanje jezikov v srednjih šolah v Walesu? V svoji doktorski raziskavi to vprašanje proučujem z ekološke perspektive, pri čemer na učenje, poučevanje in ocenjevanje jezikov gledam kot na del istega ekosistema, kot na elemente, ki so med seboj povezani in vplivajo drug na drugega. Podatki iz intervjujev so bili zbrani pri različnih učiteljih mednarodnih jezikov, ki delajo na srednjih šolah z angleškim, valižansko-angleškim in valižanskim učnim jezikom, ter deležnikih jezikovnega izobraževanja v Walesu. Vsi podatki so bili tematsko analizirani. Ta predstavitev se posebej osredotoča na poglede 37 učiteljev mednarodnih jezikov, s katerimi so bili opravljeni intervjuji za to študijo, in obravnava skupne teme in razlike med njihovimi pogledi glede na medij poučevanja na šoli: angleščina ali valižanščina in dvojezičnost. Namen te predstavitve je obravnavati predhodne ugotovitve v zvezi s tem, kako učitelji razumejo nov večjezični pristop k učenju jezikov v učnem načrtu za Wales. V tej predstavitvi bodo obravnavane naslednje ugotovitve: a) Razlike med tem, kaj učitelji teoretično razumejo pod pojmom raznojezičnost, in tem, kako poskušajo izvajati raznojezično pedagogiko v razredu. b) Pomen (ne)usklajenosti raznojezičnega poučevanja in učenja z ocenjevanjem za učitelje. Ugotovitve so obravnavane v povezavi s posledicami za strokovno usposobljenost učiteljev jezikov pri razumevanju raznojezičnih pedagogik ter v povezavi s premisleki o razvoju raznojezičnega ocenjevanja v Walesu. Ključne besede: valižanski kurikulum, mednarodni jeziki, raznojezična pedagogika, raznojezično ocenjevanje, perspektive učiteljev 68 PLURILINGUAL APPROACHES TO LEARNING, TEACHING, AND ASSESSMENT IN THE CURRICULUM FOR WALES – INTERNATIONAL LANGUAGES TEACHER PERSPECTIVES ELIN ARFON Cardiff University, United Kingdom arfone@cardiff.ac.uk ABSTRACT The new 3 to 16-year-old Curriculum for Wales wil begin to be implemented from 2022 across schools in Wales, UK. The new curriculum discusses a ‘multilingual and plurilingual approach’ to the teaching of Welsh, English and International Languages. Changes are also being made to 16-year-old GCSE qualifications in Wales, including languages qualifications. Therefore, what does the new Curriculum for Wales’ ‘multilingual and plurilingual approach’ entail for the learning, teaching, and assessment of languages across secondary schools in Wales? My doctoral research explores this question from an ecological perspective, viewing language learning, teaching and assessment as belonging to the same ecosystem, as elements that interrelate and impact each other. Interview data has been col ected from a cross-section of International Languages teachers working at English-medium, Welsh-English bilingual-medium, and Welsh-medium secondary schools as wel as language education stakeholders in Wales. Al data has been thematically analysed. This presentation specifically focuses on the perspectives of the 37 International Languages teachers interviewed for this study, looking at common themes and differences amongst their views depending on the medium of school instruction: English, or Welsh and bilingual. This presentation aims to discuss preliminary findings in relation to how teachers understand the new plurilingual approach to language learning in the Curriculum for Wales. In this presentation, findings discussed include: a) The differences between what teachers understand by plurilingualism in theory and how they attempt to implement plurilingual pedagogies in the classroom. b) The significance for teachers of the (non)-alignment of plurilingual teaching and learning with assessment. Findings are discussed in relation to implications for language teacher professional competence in understanding plurilingual pedagogies, as wel as in relation to considerations for developing plurilingual assessment in Wales. Key words: Curriculum for Wales, international languages, plurilingual pedagogies, plurilingual assessment, teacher perspectives 69 “KAKO UČENJE GRŠČINE IN GRŠKE KULTURE POMAGA UČENCU BOLJE RAZUMETI SLOVENSKI JEZIK IN KULTURO?” (ΖΑΓΟΡΙ. ZAGORJE? ΚΑΣΤΑΝΑ. KOSTANJ? - UČENJE S POMOČJO NALOG “KAJ ŽE VEM?”) DRAGICA FABJAN ANDRITSAKOS Zavod sv. Stanislava, Škofijska klasična gimnazija, Slovenija dragica.fabjan@stanislav.si POVZETEK Namen mojega predavanja je, kako s pomočjo poučevanja stare grščine preko številnih navedb iz naše pretekle zgodovine ter sedanjosti pokazati na povezave med slovensko kulturo in starogrško ter sodobno grško kulturo ter dokazati, da nas povezuje veliko zgodovinskih in kulturnih elementov. Učenje stare in tudi moderne grščine pomaga slovenskemu učencu, tako mlademu človeku kot tudi odraslemu, da razume lasten narod ter njegov kulturni in jezikovni razvoj ter se nauči spoštovati slovensko kulturo ter tudi grško, katere neposredni dedič je. Vpliv grškega jezika in kulture na slovenski prostor lahko spremljamo že okoli tri tisočletja (zgodovinsko dokumentiran je mit o Argonavtih, ki so se s Črnega morja vračali v Grčijo preko krajev, kjer danes ležita Ljubljana in Vrhnika. Njihov junak Jazon naj bi na tem področju ubil zmaja, ki je živel na barju. Danes zmaja poznamo v ljubljanskem grbu, po slovenski mitološki različici pa biva na ljubljanskem gradu. Številni arheološki ostanki na slovenskih tleh in besede grškega izvora kažejo na trgovske stike med obema narodoma. Z Grčijo nas povezujejo tudi znamenite osebnosti srednjega in novega veka (prvi predsednik grške države Ioannis Kapodistrias izhaja iz Kopra), v Grčiji pa so delovali tudi številni umetniki (Jurij Šubic je poslikal hišo arheologa Schliemanna, ki je odkril Trojo in Mikene), slovenski arhitekt Plečnik pa se je v svojih delih močno opiral na antiko. Iz starogrškega jezika izhajajo tudi številne besede, ki so danes domače v slovenščini (temelj, themelion), sidro (sidero), špilja (spilaio), stih (stihos), bombaž (vamvaki), cerkev (Kyriaki grš. nedelja), krona (korona), kostanj (kastano). Ključne besede: stara grščina in slovenščina, grška in slovenska kulturna zgodovina, razumevanje lastnega jezika in kulture preko tujega 70 “HOW DOES LEARNING GREEK AND GREEK CULTURE HELP STUDENTS BETTER UNDERSTAND SLOVENIAN LANGUAGE AND CULTURE?” (ΖΑΓΟΡΙ. ZAGORJE? ΚΑΣΤΑΝΑ. KOSTANJ? - LEARNING THROUGH “WHAT DO I ALREADY KNOW?” TASKS) DRAGICA FABJAN ANDRITSAKOS Zavod sv. Stanislava, Škofijska klasična gimnazija, Slovenia dragica.fabjan@stanislav.si ABSTRACT The aim of my lecture is to show, through teaching of Ancient Greek, the connections between Slovenian culture and ancient and modern Greek culture, and to prove that we are connected by many historical and cultural elements, through a number of references from our past and present. Learning both ancient and modern Greek helps the Slovenian pupil, both young and adult, to understand his own nation and its cultural and linguistic development, and to learn to respect Slovenian culture as wel as the Greek culture of which he/she is a direct heir/heiress. The influence of the Greek language and culture on the Slovenian territory can be traced back approximately three mil ennia (the myth of the Argonauts returning to Greece from the Black Sea via the places where Ljubljana and Vrhnika are today is historical y documented). Their hero Jason is said to have slain a dragon living in the marsh in this area. Today, the dragon is in the Ljubljana coat of arms, and according to the Slovenian mythological version, it lives in the Ljubljana castle. Numerous archaeological remains on Slovenian soil and words of Greek origin point to trade contacts between the two nations. We are also linked to Greece by famous figures of the Middle and Modern Ages (Ioannis Kapodistrias, the first president of the Greek state, came from Koper), and many artists worked in Greece (Jurij Šubic painted the house of the archaeologist Schliemann, who discovered Troy and Mycenae), while the Slovenian architect Plečnik drew heavily on antiquity in his works. Many words that are now familiar in Slovene e.g., foundation (themelion), anchor (sidero), spire (spilaio), stich (stihos), cotton (vamvaki), church (Kyriaki), crown (korona), chestnut (kastano) are also derived from the ancient Greek language. Key words: ancient Greek and Slovene, Greek and Slovene cultural history, understanding one’s own language and culture through a foreign one 71 FRANCOŠČINA PO ITALIJANSKO IN ITALIJANŠČINA PO FRANCOSKO MIRANDA BOBNAR Gimnazija Jožeta Plečnika Ljubljana, Slovenija miranda.bobnar@gjp.si POVZETEK V okviru projekta Jeziki štejejo sva s profesorico italijanščine razmišljali o jezikovnih povezavah med francoskim in italijanskim jezikom, da bi opolnomočili dijake za osnovno razumevanje jezika, ki se ga sicer ne učijo. Namen predstavitve je pokazati, s kakšnimi dejavnostmi sva pri učencih želeli vzpodbuditi to jezikovno ozaveščenost in kako uspešni so bili najini raznojezični pristopi k poučevanju. Na predstavitvi bodo izpostavljeni primeri učnih ur povezovanja francoščine in italijanščine ter latinščine, ki sva jih izvedli timsko v oddelku prvega letnika, v katerem se polovica dijakov kot drugi tuji jezik uči francosko in polovica italijansko (po večini gre za učence brez predznanja). Pri povezavi francoščine in italijanščine sva izbrali naslednje teme: osebni podatki in števila, družina, predstavljanje mest. Z dijaki smo najprej postavili cilje in določili strategije za doseganje teh ciljev, nato so v jezikovno mešanih parih reševali naloge na učnih listih v jeziku, ki se ga ne učijo, in si pri tem medsebojno pomagali. Pri izvedbi dejavnosti sva uporabljali francoska in italijanska navodila. Pri povezavi z latinščino sva uro zasnovali z dijakinjo, ki se je ta jezik učila že prej, z dejavnostmi pa sva dijake vzpodbujali k razmisleku o jezikovni povezanosti in razvoju besed. Zaradi tesne sorodnosti med jezikoma je na začetni ravni veliko možnosti povezovanj, s katerimi si začetniki olajšajo spopadanje z učenjem tujega jezika in izboljšajo strategije svojega učenja. Po izvedenih dejavnostih sva opazili, da so bili dijaki pozornejši in samostojnejši pri usvajanju novega besedišča ter pri dejavnostih bralnega razumevanja, zato so strategije, ki so bile uporabljene za namene medjezikovnega poučevanja francoščine in italijanščine, prenosljive tudi na učenje drugih jezikov. Ključne besede: francoščina, italijanščina, medjezikovne povezave, raznojezični pristopi k poučevanju, prebujanje za jezike, timsko poučevanje, strategije učenja jezika 72 FRENCH IN ITALIAN AND ITALIAN IN FRENCH MIRANDA BOBNAR Gimnazija Jožeta Plečnika Ljubljana, Slovenia miranda.bobnar@gjp.si ABSTRACT During the Languages Matter project, my coleague, teacher of Italian, and I have been thinking about the linguistic links between French and Italian in order to empower students to have a basic understanding of a language they do not otherwise learn. The aim of this presentation is to show what activities we have used to encourage this linguistic awareness in our students and how successful our different linguistic approaches to teaching have been. The presentation wil highlight examples of French-Italian and Latin integration lessons that we have carried out as a team in Year 1 where half of the pupils learn French as a second foreign language and half learn Italian (most of them with no prior knowledge of the language). We chose the following themes for the French-Italian link: personal data and numbers, family, and presenting cities. We first set objectives and strategies with the pupils to achieve these objectives, then they worked in language-mixed pairs to solve the worksheet tasks in the language they were not learning and helped each other in doing so. We used French and Italian instructions to carry out the activities. For the link with Latin, we designed the lesson with a student who had studied the language before and used the activities to encourage students to think about linguistic connections and word development. Because of the close affinity between the two languages, there is plenty of scope at beginner level for making connections to help beginners cope with learning a foreign language and to improve their learning strategies. After the activities, we noticed that the students were more attentive and independent in the acquisition of new vocabulary and in the reading comprehension activities, so that the strategies used for the purposes of cross-linguistic teaching of French and Italian are transferable to the learning of other languages. Key words: French, Italian, cross-linguistic links, multilingual approaches to teaching, awakening to languages, team teaching, language learning strategies 73 FORMATIVNO SPREMLJANJE PRI ANGLEŠKEM JEZIKU V 1. RAZREDU: RETELLING A STORY - THE VERY HUNGRY CATERPILLAR BY ERIC CARLE (PROJEKTNO DELO) ETIEN POČKAJ GODNIČ Osnovna šola Koper, Slovenija etien.pockaj-godnic@os-koper.si POVZETEK V prispevku predstavljamo primer vpeljave elementov formativnega spremljanja v projektno delo pri angleškem jeziku v 1. razredu osnovne šole v povezavi z metodo poučevanja tujega jezika, ki temelji na zgodbi (story-based language teaching method). Formativno spremljanje v največji možni meri vključuje učence kot soustvarjalce učne izkušnje, pri tem pa jim nalaga večjo odgovornost za svoje učenje. Če želimo to doseči, moramo učencem jasno predstaviti, kaj se bodo učili in zakaj (namen učenja) ter kdaj bodo pri tem uspešni (kriteriji uspešnosti). V predstavljenem primeru je zato poseben poudarek na tem, da je bilo učencem razumljivo, česa morajo biti sposobni do konca učnega sklopa in v ta namen skozi celoten proces na njim razumljiv način večkrat izpostavljeno, kaj morajo vedeti, znati in razumeti, da bi to dosegli. Učenci so lahko sledili korakom na svoji učni poti, jih vrednotili ter po potrebi ponavljali in izboljšali. Učitelji svoje razumevanje učnega procesa – pouka in lastno delovanje znotraj tega le s težavo spreminjamo zaradi globoko ukoreninjenih vzorcev, katerim smo bili izpostavljeni že kot učenci, nato pa jih skozi leta prakse še sami ponotranjili. V času hitrih družbenih sprememb dosedanji načini ne delujejo več oziroma ne prinašajo želenih rezultatov. Kljub zadržkom do sprememb utečene pedagoške prakse in začetnim dvomom v uspešnost vpeljave elementov formativnega spremljanja v poučevanje najmlajših učencev, so rezultati, merjeni ne le v stopnji doseganja učnih standardov opredeljenih v učnem načrtu, temveč tudi v stopnji motiviranosti učencev za napredek v znanju, zadostna sila, ki nas žene, da s takšnim načinom nadaljujemo. Ne gre se slepiti, da pri tem ne bomo naleteli na ovire ali se celo soočili z neuspehi. Prikazan primer želi ponuditi vpogled v poskus vpeljave formativnega spremljanja v pouk tujega jezika v 1. razredu, pri tem pa predstaviti tudi izzive, s katerimi se je bilo potrebno soočiti v posameznih fazah poučevanja od načrtovanja do izpeljave. Ključne besede: inovativni učni pristopi, formativno spremljanje pri tujem jeziku, projektno delo, story retelling, 1. razred osnovne šole 74 FORMATIVE MONITORING IN ENGLISH LANGUAGE IN GRADE 1: RETELLING A STORY - THE VERY HUNGRY CATERPILLAR BY ERIC CARLE (PROJECT WORK) ETIEN POČKAJ GODNIČ Osnovna šola Koper, Slovenia etien.pockaj-godnic@os-koper.si ABSTRACT This paper presents an example of the introduction of elements of formative monitoring into project work in English language in Grade 1 of primary school in connection with the story-based language teaching method. Formative monitoring involves students as co-creators of the learning experience as much as possible, while giving them greater responsibility for their own learning. To achieve this, we need to make it clear to learners what they are going to learn and why (the purpose of learning) and when they wil be successful (the success criteria). In the case presented here, therefore, particular emphasis has been placed on making it clear to learners what they need to be able to do by the end of the unit, and throughout the process repeatedly highlight it in a way that is understandable to learners what they need to know, what they need to be able to do and understand in order to achieve this. Learners were able to track the steps along their learning pathway, evaluate them and, if necessary, repeat and improve them. As teachers, we find it difficult to change our understanding of the learning process – the classroom – and our own actions within it, due to deep-rooted patterns that we have been exposed to as learners and then internalised through years of practice. In a time of rapid social change, the old ways no longer work or produce the desired results. Despite reservations about changes to established pedagogical practice and initial doubts about the success of introducing elements of formative monitoring into the teaching of the youngest pupils, the results, measured not only in terms of the level of achievement of the learning standards defined in the curriculum, but also in terms of the level of pupils’ motivation to progress in their knowledge, are a sufficient force to drive us to continue in this way. We should not delude ourselves that we wil not encounter obstacles or even face setbacks in doing so. This case study aims to provide an insight into an attempt to introduce formative monitoring in a foreign language classroom in Grade 1, while also presenting the chal enges that had to be faced in the different phases of the teaching process, from planning to implementation. Key words: innovative teaching approaches, formative monitoring in foreign language, project work, story retelling, Grade 1 of primary school 75 ALI CLIL ŠTEJE? - NEKAJ PRIMEROV VSEBINSKO IN JEZIKOVNO INTEGRIRANEGA UČENJA ZGODOVINE IN ANGLEŠČINE V OSNOVNI ŠOLI SREĆKO KECMAN Osnovna šola Majde Vrhovnik, Slovenija srecko.kecman@guest.arnes.si POVZETEK Tehnika CLIL predpostavlja sodelovanje učitelja vsebin in učitelja jezika. Ideja se mi je zdela še toliko bolj zanimiva, ker sem osnovnošolski učitelj zgodovine in tudi angleščine. Začetno eksperimentiranje se je izkazalo za izjemno učinkovito in sčasoma je postalo sestavni del mojih predavanj zgodovine in angleščine. V prispevku bodo predstavljeni primeri o tem, kako je mogoče poučevanje zgodovine poznega devetnajstega in zgodnjega dvajsetega stoletja v devetem razredu povezati s poučevanjem angleščine. Prvi primer je eden od prvih avtomobilskih oglasov v ZDA, ki prikazuje hitro spreminjanje načina življenja med drugo industrijsko revolucijo. Angleški del je osredotočen na tvorjenje prislovov, imperativ ter novo besedišče. Drugi primer je diagram bojišča prve svetovne vojne, ki prikazuje težave, s katerimi se soočajo napadalne enote. Cilj je učencem prikazati razloge za velike izgube med vojskujočimi se stranmi in nesmiselnost taktike bojevanja. Angleški del se osredotoča na besedišče povezano z vojaško terminologijo. Tretji primer se osredotoča na stanje duha v Evropi po prvi svetovni vojni prek poezije Siegfrieda Sassoona. Med preučevanjem dveh njegovih pesmi: “The Aftermath” in “Does it matter?” se učenci poistovetijo z razočaranjem in psihološko tesnobo preživelih v vojni, hkrati pa se zavedajo nesmiselnosti agresije in oboroženih spopadov na splošno. Ta del je še posebej pomemben, saj menim, da učni načrt ne bi smel vključevati le učenja jezika, ampak tudi njegove literature. Ključne besede: CLIL, zgodovina, angleščina 76 CLIL: DOES IT MATTER? - A FEW EXAMPLES OF CONTENT AND LANGUAGE INTEGRATED LEARNING OF HISTORY AND ENGLISH IN PRIMARY SCHOOL SREĆKO KECMAN Osnovna šola Majde Vrhovnik, Slovenia srecko.kecman@guest.arnes.si ABSTRACT The technique of CLIL implies that the cooperation of a content teacher and a language teacher is required. To me the idea seemed even more interesting since I am a primary school teacher of History, and English as wel . Initial experimenting proved to be extremely effective and in time has become integrated part of my History and English lectures. The paper wil present examples how teaching of late nineteenth and early twentieth century History in the ninth grade can be integrated with the teaching of English. The first example is one of the first automobile ads in the USA, showing rapid changing of lifestyle during the second industrial revolution. English part is focused on formation of adverbs, the Imperative, as wel as new vocabulary. The second example is the diagram of a WWI battlefield showing the problems facing attacking troops. The aim is to show students the reasons for huge losses among the warring parties and futility of the tactics of fighting. English part focuses on the vocabulary relating to military terminology. The third example focuses on the state of mind of the post WWI Europe through the poetry of Siegfried Sassoon. While studying two of his poems: "The Aftermath" and "Does it matter?" students relate to the frustration and psychological anguish of the survivors of the war, while realising the absurdity of aggression and armed conflict in general. This part is of particular importance as I am of the opinion that the curriculum should not include only the study of a language, but also its literature. Key words: CLIL, History, English 77 KAKO JEZIKOVNO (NE)OBČUTLJIVI SMO? NATAŠA PIRIH SVETINA Univerza v Ljubljani, Filozofska fakulteta, Ljubljana, Slovenija n.pirih@ff.uni-lj.si POVZETEK Namen prispevka je z različnih zornih kotov osvetliti pojma jezikovno občutljivo izobraževanje in jezikovno občutljivo poučevanje. V prispevku smo si najprej zastavili vprašanje, kaj jezikovna občutljivost sploh pomeni in kako jo definirajo različni avtorji. Zanima nas, kaj vse obsegata ta pojma in kakšen pomen naj bi imela na področju poučevanja in nasploh v izobraževanju. Pri tem nas je še posebej zanimalo izobraževanje učiteljev, saj naj bi med drugim jezikovna občutljivost bila tudi ena od lastnosti dobrega učitelja in njegovega kakovostnega poučevanja. V ta namen je bila opravljena analiza učnih načrtov pedagoških predmetov, ki jih imajo v svojih programih bodoči učitelji, ki se za svoj poklic pripravljajo na Filozofski fakulteti univerze v Ljubljani. Zanimalo nas je, koliko in v kakšni meri se v učnih načrtih omenja jezik in ali je v teh učnih načrtih in programih sploh kaj prostora za jezikovno občutljivost. Prav tako smo analizirali nekaj tujih primerov, ki naj bi po mnenju strokovnjakov predstavljali primere t. i. dobre prakse in naj bi bodoče učitelje pripravljali na jezikovno občutljivo ravnanje v njihovem pedagoškem delovanju. V tretjem delu prispevka bo predstavljen projekt Building Blocks for Language Sensitive Education, ki od začetka leta 2022 poteka pod okriljem graškega ECML. Ključne besede: jezikovna občutljivost, jezikovno občutljivo izobraževanje, pedagoški študijski predmeti, učni načrti 78 HOW LINGUISTICALLY (IN)SENSITIVE ARE WE? NATAŠA PIRIH SVETINA Univerza v Ljubljani, Filozofska fakulteta, Ljubljana, Slovenia n.pirih@ff.uni-lj.si ABSTRACT The aim of this paper is to shed light on the notions of language sensitive education and language sensitive teaching from different perspectives. In this paper, we first ask what language sensitivity means and how it is defined by different authors. We are interested in what these two concepts encompass and what meaning they should have in the field of teaching and education in general. We were particularly interested in teacher education, since, among other things, language sensitivity should be one of the characteristics of a good teacher and his or her quality teaching. To this end, an analysis was made of the curricula of the pedagogical courses included in the curricula of future teachers preparing for their profession at the Faculty of Arts of the University of Ljubljana. We were interested in how much and to what extent language is mentioned in the curricula and whether there is any room for language sensitivity in these curricula and programmes. We also analysed some foreign examples which, according to the experts, represent examples of so-cal ed good practice and should prepare future teachers for language-sensitive behaviour in their teaching practice. The third part of the paper wil present the Building Blocks for Language Sensitive Education project, which has been running under the auspices of the ECML in Graz since the beginning of 2022. Key words: language sensitivity, language sensitive education, pedagogical study courses, curricula. 79 TRANSLANGUAGING PRI POUKU TUJEGA JEZIKA SAŠA JAZBEC1, BRIGITA KACJAN2, TATJANA LUBEJ3 & SARAH LÖWENKAMP4 1 Univerza v Mariboru, Filozofska fakulteta, Maribor, Slovenija 2 Univerza v Mariboru, Filozofska fakulteta, Maribor, Slovenija 3 Osnovna šola Janka Glazerja Ruše, Ruše, Slovenija 4 Filozofska fakulteta, Univerza v Mariboru, Slovenija sasa.jazbec@um.si, brigita.kacjan@um.si, tatjana.lubej@gmail.com, sloewenkamp@gmail.com POVZETEK Translanguaging je novi stari pristop k učenju in tudi k poučevanju (tujih) jezikov. Stari zato, ker se v praksi izvaja že od nekdaj, novi, ker se v strokovnoteoretskih tujejezikovnih didaktičnih krogih kot pristop šele uveljavlja. V skandinavskih državah že poznajo in preizkušajo pristop v šolah: na Danskem npr. je izšlo že več publikacij na to temo, beremo lahko tudi aktualne prispevke v sodobnih aktualnih znanstvenih revijah (Review of Applied Linguistics, Journal of Language and Linguistic Studies). V Sloveniji pa je pristop, ki mu njegova utemeljiteljica Ofelia Garcia pravi kar filozofija, nov in prav tako je nova slovenska ustreznica, ki so nam jo predlagali v terminološki svetovalnici pri SAZU, čezjezikovnost. V prispevku bomo na kratko predstavili idejni koncept translanguaging, in sicer v kontekstu tujega jezika in ne bilingvalnega pouka, od koder sicer izhaja. Pokazati želimo, da je pristop translanguaging možnost in priložnost za vse jezike, ne samo in predvsem angleščino, priložnost za materni jezik, za LOTE-jezike (languages other than English), za jezike migrantov, za vse različice jezika, skratka za vse jezikovne resurse, s katerimi razpolagajo učenci/dijaki/študenti. Pri klasičnem učenju tujega jezika so zaradi zelo omejenih tujejezikovnih zmožnosti prepogosto kognitivno podcenjevani in demotivirani. Na primeru interakcije iz razreda želimo pokazati, kako poteka pouk in kakšni so učinki, če pouk poteka na klasičen način, in kakšni, če se uporablja pristop translanguaging. Na koncu bomo še na kratko predstavili idejni predlog prijavljenega mednarodnega projekta Erasmus+, ki bo poskušal utreti pot čezjezikovnim praksam pri pouku tujega jezika tudi v Sloveniji. Ključne besede: translanguaging, čezjezikovnost, pouk tujih jezikov, LOTE-jeziki 80 TRANSLANGUAGING IN FOREIGN LANGUAGE LESSONS SAŠA JAZBEC1, BRIGITA KACJAN2, TATJANA LUBEJ3 & SARAH LÖWENKAMP4 1 Univerza v Mariboru, Filozofska fakulteta, Maribor, Slovenia 2 Univerza v Mariboru, Filozofska fakulteta, Maribor, Slovenia 3 Osnovna šola Janka Glazerja Ruše, Ruše, Slovenia 4 Filozofska fakulteta, Univerza v Mariboru, Slovenia sasa.jazbec@um.si, brigita.kacjan@um.si, tatjana.lubej@gmail.com, sloewenkamp@gmail.com ABSTRACT Translanguaging is the new old approach to both learning and teaching (foreign) languages. Old because it has always been carried out in practice, new because it is only just becoming established as an approach in professional theoretical foreign language didactic circles. In Scandinavian countries, the approach is already known and tested in schools: in Denmark, for example, several publications on the subject have already appeared, and we can also read current articles in contemporary topical scientific journals (Review of Applied Linguistics, Journal of Language and Linguistic Studies). In Slovenia, however, the approach, which its founder Ofelia Garcia calls a kind of “philosophy”, is new, and so is the new Slovenian equivalent, which has been proposed by the terminology advisory board of the Slovenian Academy of Sciences and Arts (SASA), translanguaging. In this paper, we wil briefly introduce the concept of translanguaging, in the context of foreign language rather than bilingual education, where it originates. We want to show that the translanguaging approach is a possibility and an opportunity for al languages, not only and especial y English, an opportunity for mother tongues, for LOTE-languages (languages other than English), for languages of migrants, for al language varieties, in short, for all linguistic resources at the disposal of learners/students. In classical foreign language learning, they are too often cognitively underestimated and demotivated due to their very limited foreign language abilities. Through an example of classroom interaction, we want to show how classroom teaching is carried out and what the effects are when teaching is carried out in a classical way, and what the effects are when a translanguaging approach is used. Finally, we will briefly present the idea behind the Erasmus+ international project proposal, which wil try to pave the way for translanguaging practices in foreign language teaching in Slovenia. Key words: translanguaging, translanguaging, foreign language teaching, LOTE-languages 81 LANGUAGE POLICY FOR MOTHER TONGUE INSTRUCTION IN SWEDEN NERMINA WIKSTRÖM Swedish National Agency for Education, Solna, Švedska nermina.wikstrom@skolverket.se POVZETEK Materni jezik je šolski predmet na Švedskem na osnovnošolski in srednješolski stopnji. Učenci novinci imajo pravico, da dobijo učno pomoč s poudarkom na razlagi vsebine pouka v njihovem maternem jeziku. Oblike pouka so se od konca šestdesetih let prejšnjega stoletja spreminjale po namenu, vlogi in obsegu v skladu z vizijami izobraževalnih politik. Zakon o izobraževanju določa, da je treba učencu, ki ima zakonitega skrbnika z drugim maternim jezikom kot švedščina, ponuditi pouk, če se jezik pri učencu doma uporablja za vsakodnevno interakcijo in ima učenec osnovno jezikovno znanje tega jezika. Ta določba velja za skoraj 200 učnih jezikov, ki so del petih uradno priznanih jezikov narodnih manjšin (finščina, meänkieli, romščina, samijščina in jidiš), saj se lahko poučujejo tudi na začetni stopnji in v dvojezičnih šolah. Dostop do maternega jezika pri učencih omogoča lažji/hitrejši razvoj identitete in jezika ter učenje na različnih predmetnih področjih. Ključne besede: materni jezik, jezik, razvoj, manjšina, dvojezičen, večjezičen, politike, identiteta. 82 LANGUAGE POLICY FOR MOTHER TONGUE INSTRUCTION IN SWEDEN NERMINA WIKSTRÖM Swedish National Agency for Education, Solna, Sweden nermina.wikstrom@skolverket.se ABSTRACT Mother Tongue is a school subject in Sweden at both compulsory and upper-secondary level. Newcomers are entitled to get the study guidance focusing the content of classes explained in their mother tongue. The forms of instruction have varied since the late 1960s in its purpose, role and scope in accordance with educational policy visions. The Education Act states that a student who has a legal guardian with another mother tongue than Swedish should be offered the instruction if the language is used for everyday interaction in the home and the student has basic language skil s. This provision relates to almost 200 languages of instruction that are part of the five official y recognized national minority languages (Finnish, Meänkieli, Romani chib, Saami, and Yiddish) as they can be instructed even at the beginner’s level and in bilingual schools. For pupils having access to their mother tongue facilitates identity and language development and learning in different subject areas. Key words: mother tongue, language, development, minority, bilingual, plurilingual, policies, identity. 83 ALLOWING SIDE-CONVERSATIONS IN WHATEVER LANGUAGES THE STUDENTS WISH CHAD DAVIDSON Kansas State University, United States of America cdavidso@ksu.edu POVZETEK Izmed tem iz podnaslova konference “Z jeziki do spoštovanja različnosti, koristi za možgane in zagotavljanja miru” se ta predstavitev osredotoča na spoštovanje in mir: na spoštovanje do raznolikosti, ki je neposredno vidno v praksi od ravni politike do ravni njenega izvajanja s strani nadzornikov in učiteljev, ter na zagotavljanje duševnega miru in razcveta učencev. Predstavitev predstavi argument, namenjen učiteljem jezikov in oblikovalcem politike akademske angleščine, in ki zagovarja, da omogočanje učencem, da se izražajo pluri/večjezično, spodbuja sodelovanje s ciljnim jezikom in učenje ciljnega jezika. Številne univerze še vedno zahtevajo, da učitelji v svoje študijske pravilnike v taki ali podobni obliki vključijo naslednjo izjavo: “Pouk poteka v angleščini in od študentov se pričakuje, da bodo govorili samo angleško. Poleg tega nadzorniki teh ustanov med opazovanjem pouka običajno označijo tiste učitelje, pri katerih opazijo, da dovoljujejo, da stranski pogovori potekajo v drugih jezikih in ne v angleščini. Tako se ta predstavitev osredotoča na stranske pogovore, ki v celoti potekajo v drugih jezikih in ne v angleščini. Razprava bo tekla o tem, kako po eni strani dovoljevanje, da tovrstni stranski pogovori potekajo v celoti v drugem jeziku in ne v angleščini, dejansko spodbuja bogato in zavzeto sodelovanje pri pouku, kar samo po sebi spodbuja obvladovanje akademske angleščine, in kako po drugi strani oviranje tovrstnih stranskih pogovorov ovira tudi bogato in zavzeto sodelovanje učencev pri akademski angleščini. Dotaknili se bomo tudi nadaljnjih implikacij za pedagoško prakso, politiko in raziskave. Ključne besede: afektivni filter, vodenje razreda, vzdušje v razredu, jezikovna drža 84 ALLOWING SIDE-CONVERSATIONS IN WHATEVER LANGUAGES THE STUDENTS WISH CHAD DAVIDSON Kansas State University, United States of America cdavidso@ksu.edu ABSTRACT Of the topics given in the subheading of the conference, “Using languages to respect diversity, benefit the brain and ensure peace,” this presentation centres on respect and peace: on respect for diversity that is directly seen in action from the policy level to the level of its implementation by supervisors and teachers, and on ensuring students’ peace of mind and flourishing. The presentation presents an argument for language teachers and policy makers of Academic English that permitting students to speak pluri/multilingual y promotes the participation with the target language and the learning of the target language. Many universities stil require teachers to include a version of the following statement in their course policies: “This class is conducted in English and students are expected to speak only English.” Furthermore, the supervisors of these institutions tend to mark teachers down during classroom observations if they see non-English side conversations permitted by the teacher. Thus, this presentation focuses on side-conversations that are entirely in non-English languages. I will discuss how, on the one hand, permitting these entire non-English side-conversations actually promotes rich and involved participation in class which itself promotes academic English mastery, and how, on the other hand, hindering such side-conversations also hinders the students’ rich and involved participation in academic English. Further implications for teaching practice, policy, and research wil be discussed. Key words: affective filter, classroom management, classroom atmosphere, linguistic stance. 85 JEZIKOVNA OZAVEŠČENOST/PREBUJANJE ZA JEZIKE ŽE V 4. RAZREDU SANJA CENTRIH Osnovna šola Dobje, Dobje pri Planini, Slovenija sanja.centrih@osdobje.si POVZETEK Da bi pouk omogočal trajnejše jezikovno znanje, je pri učencih potrebno razviti jezikovno ozaveščenost, se pravi poglobljeno poznavanje pomena in vloge jezika v njegovem življenju. Za udejanjenje takega pouka je potrebna posodobitev pouka in vedno prisotna učiteljeva spodbuda. Prav tako je pomembno, da učitelj ustvari in poskrbi za sproščeno vzdušje, ki samo po sebi vabi k sodelovanju učencev. Seveda mora biti učitelj naravnan tako, da ima cilje pri učnem procesu določene vnaprej in da so le-ti sestavni del učnega načrtovanja in najpomembnejši regulator pouka. Jezikoslovni učitelj se mora povezati s širšim šolskim okoljem, stopiti mora izven svojih okvirjev in se povezati z drugimi jeziki in drugimi predmeti. Kot učiteljica nemščine, 2. tujega jezika, začnem pri učencih jezikovno ozaveščenost razvijati v 4. razredu v okviru glasbene zvrsti rap-a. Tako učenci skozi celotno 2. triado spoznavajo osnove nemščine, širijo besedni zaklad in postopoma razvijajo sporazumevalno jezikovno zmožnost. Najprej poskrbim za prijazno okolje ter tako privabim učence k sodelovanju oz. jim povečam motivacijo za učenje še enega tujega jezika. Temu primerno sem nemščino poimenovala bolj zanimivo - Hallo Freunde. Velikokrat je pouk tudi na prostem. Učne vsebine so povezane z življenjem, zanimanjem učencev in njihovimi obšolskimi dejavnostmi. Učno snov tudi aktualiziram. Besedišče učenci spoznavajo na zabaven, sproščujoč način. Pouk poteka ob igrah, petju, igri vlog… Učenci nimajo učbenika, pač pa si skozi celo šolsko leto ustvarjajo svoj zvezek, neke vrste knjižico, ki jo odnesejo domov šele ob koncu šolskega leta. Ker ni ocenjevanja, učenci niso pod pritiskom. Da bi izboljšala učenje in poučevanje, se poslužujem tudi digitalnih orodij. Za učence sem pripravila e-zvezek, ki je bil zelo dobrodošel v času dela na daljavo. Ključne besede: jezikovna ozaveščenost, učno načrtovanje, aktualizacija učne snovi, sporazumevalna jezikovna zmožnost, e-zvezek 86 LANGUAGE AWARENESS/AWAKENING TO LANGUAGES AS EARLY AS GRADE 4 SANJA CENTRIH Osnovna šola Dobje, Dobje pri Planini, Slovenia sanja.centrih@osdobje.si ABSTRACT In order to make language learning in class more sustainable, it is necessary to develop students' linguistic awareness, i.e., a deeper knowledge of the meaning and role of language in their lives. To make such teaching a reality, it is necessary to modernise the teaching and to have the teacher's encouragement present at al times. It is also important for the teacher to create and maintain a relaxed atmosphere which in itself invites the pupils to participate. Of course, the teacher should also adopt the approach of setting the objectives of the learning process in advance as wel as having the objectives form an integral part of the syl abus planning and constituting the most important regulator of the teaching. The teacher of a language needs to connect with the wider school environment, to go beyond his or her own confines and to connect with other languages and other subjects. As a teacher of German as a second foreign language, I start to develop my students' linguistic awareness in 4th grade through the musical genre of rap. In this way, throughout the entire 2nd triad of primary school, the pupils get to know the basics of German, expand their vocabulary and gradually develop their communicative language skil s. I first provide a friendly environment to attract the students to participate or to increase their motivation to learn another foreign language. Accordingly, I have given German a more interesting name - Hal o Freunde. I also often organise and carry out outdoor lessons. The content is related to the pupils' lives, interests and extracurricular activities. I also keep the teaching material topical and up to date. The pupils learn the vocabulary in a fun, relaxing way. The lessons are accompanied by games, singing, role-playing. . The pupils do not have a textbook, but rather create their own notebook throughout the school year, a kind of booklet that they take home only at the end of the school year. Since there is no assessment, the students are not under pressure. I also use digital tools to improve learning and teaching. I have prepared an e-textbook for the pupils, which has come in very handy during the distance learning period. Key words: language awareness, sylabus planning, updating the learning material, communicative language skils, e-notebook. 87 VZROKI DEMOTIVACIJE UČITELJEV ANGLEŠČINE KOT TUJEGA JEZIKA NA MADŽARSKEM VERONIKA DERECSKEY University of Nottingham, Nottingham, Združeno kraljestvo veronika.derecskey@nottingham.ac.uk POVZETEK V zadnjih desetletjih sta motivacija in demotivacija učiteljev postali vse bolj pomembni v raziskavah. V nenehno spreminjajočem se svetu se nenehno spreminja tudi izobraževanje. Zato je učitelj jezika danes med zidovi učilnic vsakodnevno izpostavljen številnim pozitivnim in negativnim vplivom. Namen te študije je bil raziskati pozitivne in negativne občutke sedanjih učiteljev angleščine na Madžarskem do poučevanja ter preučiti možne rešitve in tehnike spoprijemanja, predlagane s strani učiteljev, v oziru do pojava demotivacije ali celo izgorelosti, ki se že pojavljata. Ta kvalitativna študija je vključevala individualne intervjuje s srednješolskimi učitelji iz Madžarske; tako izkušenimi učitelji kot tudi učitelji, ki so zaključili učiteljsko kariero. Uporaba polstrukturiranih intervjujev je omogočila globlji vpogled v razloge, zaradi katerih lahko učitelji danes na Madžarskem doživljajo demotivacijo ali celo izgorelost, in pokazala, kako se skušajo pri svojem delu vsakodnevno spopadati s težavami. Za analizo podatkov je bil prilagojen okvir tematske analize, ki je omogočil razvrstitev motivacijskih dejavnikov, demotivacijskih dejavnikov in strategij/predlogov za spoprijemanje, ki so jih predlagali učitelji. Rezultati so osvetlili nekaj dejavnikov, ki lahko vplivajo na motivacijo ne le negativno, temveč tudi pozitivno, in nekaj predlogov za spoprijemanje, o katerih so poročali sodelujoči učitelji. Ključne besede: demotivacija učiteljev, izgorelost učiteljev, Madžarska, poučevanje angleščine kot tujega jezika. 88 CAUSES OF EFL TEACHER DEMOTIVATION IN HUNGARY VERONIKA DERECSKEY University of Nottingham, Nottingham, United Kingdom veronika.derecskey@nottingham.ac.uk ABSTRACT In recent decades, teacher motivation and demotivation has become increasingly important in research. In an ever- changing world, education is also undergoing constant change. As a result, a language teacher today is exposed to several positive and negative influences on a daily basis within the walls of classrooms. My study aimed to explore the positive and negative feelings of current English teachers in Hungary about teaching and to explore the possible solutions and coping techniques suggested by teachers for the phenomenon of demotivation or even burnout that is already developing. This qualitative study involved one-to-one interviews with both experienced and career-leaver secondary school teachers from Hungary. Applying semi-structured interviews provided a deeper insight into the reasons why teachers might experience demotivation or even burnout today in Hungary and showed how they try to cope with the difficulties on daily basis in their work. For data analysis, the framework of thematic analysis was adapted which led to grouping motivating factors, demotivating factors and coping strategies/suggestions proposed by teachers. The results shed light on a few factors that can influence motivation not only negatively but also positively, and some coping suggestions reported by participating teachers. Key words: teacher demotivation, teacher burnout, Hungary, EFL teaching 89 AKTIVNOSTI OB EVROPSKEM DNEVU JEZIKOV (EDJ) NA NAŠI ŠOLI ALMA VOLK Osnovna šola Divača, Divača, Slovenija almavolk@outlook.com POVZETEK Na naši šoli smo se pred leti odločili, da bomo skupaj z učenci, in seveda učitelji, vsako leto obeležili dan evropskih jezikov, ki poteka na dan 26. septembra. Glede na vedno večje število učencev, ki prihajajo iz različnih držav, upoštevajoč medkulturno povezanost in večjezičnost, vsako leto izvedemo različne dejavnosti za jezikovno ozaveščenost med našimi učenci. Pred leti smo ob praznovanju EDJ začeli z različnimi dejavnostmi na šoli v živo, od šolske radijske oddaje, do kviza »ugotovi, kateri jezik govorim«, povabila gosta, ipd., potem pa nas je prehitel Covid-19 in naše možnosti izvedbe dogodkov na šoli tudi skoraj onemogočil. Tako smo se dve leti zaporedoma znašli na način, da smo naše »jezikovno popotovanje« spravili na dva video posnetka. Goste, naše bivše učence, ki jih je življenje vodilo v tujino na različne dele sveta, smo povprašali, kakšne spomine imajo na našo šolo, hkrati pa so nam povedali par besed v tujih jezikih: japonščini, francoščini, poljščini, švedščini, nizozemščini in španščini. Gostom je poleg jezikovnega doprinosa za nas veliko pomenil tudi stik z našo šolo, kjer se je začelo njihovo življenje in izobraževanje. Po razpisu Pedagoškega foruma Zavoda RS za šolstvo ob evropskem dnevu jezikov smo sodelovali s tem video prispevkom iz leta 2020, za katerega nas je bilo izbranih 10 nagrajencev (https://www.youtube.com/watch?v=piiBK80oito&t=979s). ZRSŠ je poslalo na šole sporočilo o pobudi Sveta Evrope pod koordinacijo Evropskega centra za moderne jezike s sedežem v Gradcu o praznovanju EDJ in razpisu za oddaje prispevka za jezikovna priznanja (https://www.zrss.si/evropski-dan-jezikov/, https://www.zrss.si/evropski-dan-jezikov/?lnk=izkusnje2020). Ker so ukrepi proti koronavirusu trajali tudi v letu 2021 in še vedno nismo mogli izvesti obeleženja evropskega dneva jezikov na šoli v živo, smo posneli drugi video posnetek, preko katerega so naši učenci spoznali slovenski znakovni jezik, ki je vsem Slovencem manj poznan (https://www.youtube.com/watch?v=TmOND6OSdR4&t=4s). Slišali smo tudi par besed v madžarščini in celo esperantu. Ta prispevek je ravno tako sodeloval na razpisu Pedagoškega foruma Zavoda RS za šolstvo ob evropskem dnevu jezikov iz leta 2021 (https://www.zrss.si/evropski-dan-jezikov/?lnk=izkusnje2021). Cilj spoznavanja jezikov in jezikovne ozaveščenosti med otroki širimo tudi na nove in nam manj poznane jezike, ki se jih na naši šoli ne učimo. Namreč na šoli poučujemo angleščino, italijanščino in nemščino. Otrokom želimo približati tudi druge- tako nam sorodne jezike, kot nam manj znane jezike in pomagamo vzpostavljati raznojezičnosti naklonjeno izobraževalno okolje. S tem se medsebojno jezikovno in družbeno bogatimo (Partnerske šole regijskega tima Zahodna Slovenija: Jeziki štejejo, priročnik dobre prakse. Koper, Ljubljana: Univerza v Ljubljani, Pedagoška fakulteta, 2021., https://jeziki-stejejo.si/). Za zaključek predstavitve bi predstavila primer dobre prakse učenja italijanščine. Na naši šoli smo skupaj s sodelavkami decembra 2021 izvedli dan iz razširjenega programa OŠ (Razširjeni program - Zavod RS za šolstvo (https://zrss.si): »Kulinarično popotovanje po Italiji.« (»Viaggio culinario attraverso l'Italia.«) in se na ta dan na praktičnih primerih iz vsakdanjega življenja preko dramatizacije oz. iger vlog učili italijanščine, pripravljali italijansko hrano na kuharskih delavnicah ter spoznali Italijo z geografskega vidika (https://www.os-divaca.si/2021/12/13/kulinaricni-potep-po-italiji-viaggio- culinario-attraversolitalia/). Ključne besede: Evropski dan jezikov, naši bivši učenci, japonščina, francoščina, švedščina, poljščina, nizozemščina, španščina, madžarščina, esperanto, slovenski znakovni jezik, italijanščina, kulinarično popotovanje po Italiji. 90 ACTIVITIES FOR THE EUROPEAN DAY OF LANGUAGES AT OUR SCHOOL ALMA VOLK Osnovna šola Divača, Divača, Slovenia almavolk@outlook.com ABSTRACT At our school, we decided a few years ago to celebrate with the pupils and, of course the teachers, the European Day of Languages (EDL), which takes place every year on 26 September. In view of the increasing number of pupils coming from different countries, taking into account intercultural coherence and multilingualism, we carry out various activities every year to raise language awareness among our pupils. A few years ago, to celebrate the EDL, we started organising various activities in person at school, from a school radio show, to a "find out which language I speak" quiz, we invited guests, etc., before Covid-19 caught up to us and made it almost impossible to hold events at the school. Thus, two years in a row, we found ourselves having to encapsulate our "language journey" in the form of two videos. We asked our guests, former pupils whose lives have taken them abroad to different parts of the world, what memories they have of our school, and had them tel us a few words in foreign languages: Japanese, French, Polish, Swedish, Dutch and Spanish. In addition to their linguistic contribution, the contact with our school, where their life and education began, also meant a lot to our guests. Following a cal for entries by the Pedagogical Forum of the National Education Institute Slovenia for the European Day of Languages, we participated with this video entry from 2020, for which we were selected as one of the 10 winners: https://www.youtube.com/watch?v=piiBK80oito&t=979s. The National Education Institute Slovenia sent a message to schools about the initiative of the Council of Europe, under the coordination of the Graz-based European Centre for Modern Languages, to celebrate the EDL and the cal for entries for the language awards (https://www.zrss.si/evropski-dan-jezikov/, https://www.zrss.si/evropski-dan- jezikov/?lnk=izkusnje2020). As the measures against Covid-19 continued in 2021 and we were still not able to hold a live celebration of the European Day of Languages at the school, we made a second video to introduce our pupils to Slovene sign language, which is less familiar to all Slovenians: https://www.youtube.com/watch?v=TmOND6OSdR4&t=4s. We also heard a few words in Hungarian and even Esperanto. This entry also took part in the cal for entries of the Pedagogical Forum of the National Education Institute of Slovenia on the occasion of the European Day of Languages 2021 (https://www.zrss.si/evropski-dan-jezikov/?lnk=izkusnje2021). We are also extending the goal of language learning and language awareness among children to new and less familiar languages that are not taught in our school. At our school, English, Italian and German are taught, but we would also like to expose children to other languages – both languages that are related to our own and languages that are less familiar to us – and help to create an educational environment that is conducive to multilingualism. In this way, we enrich each other linguistically and social y (the partner schools of the West Slovenian Regional Team: the Languages Matter project, Good Practice Guide. Koper, Ljubljana: University of Ljubljana, Faculty of Education, 2021, https://jeziki- stejejo.si/). To conclude this presentation, I would like to present an example of good practice in learning Italian. In our school, together with our colleagues, in December 2021, we organised a day from the extended programme in primary schools (extended programme – National Education Institute Slovenia (https://zrss.si): "Culinary Journey around Italy". (“Viaggio culinario attraverso l'Italia.”) and spent the day learning Italian through practical examples from everyday life, through drama and role-playing, preparing Italian food in cooking workshops and getting to know Italy from a geographical point of view (https://www.os-divaca.si/2021/12/13/kulinaricni- potep-po-italiji-viaggio-culinario-attraversolitalia/). Key words: European Day of Languages, our former students, Japanese, French, Swedish, Polish, Dutch, Spanish, Hungarian, Esperanto, Slovene sign language, Italian, culinary journey around Italy 91 RAZVIJANJE STROKOVNE USPOSOBLJENOSTI UČITELJEV JEZIKOV NA TEMO MEDKULTURNI IN VEČJEZIČNI PRISTOPI LILJANA KAČ, SUSANNE VOLČANŠEK & SUZANA RAMŠAK Zavod Republike Slovenije za šolstvo, Ljubljana, Slovenija liljana.kac@zrss.si, susanne.volcansek@zrss.si, suzana.ramsak@zrss.si POVZETEK Razvijanje celostne zmožnosti za medkulturno in medjezikovno sporazumevanje spada med temeljne cilje učenja tujih jezikov (TJ). Da bi učitelje spodbudili k vključevanju medkulturnih in večjezičnih pristopov v svojo prakso, s tega področja ponujamo usposabljanja. Učni načrti za TJ pri svojih opredelitvah in ciljih predmeta izhajajo iz dokumentov Sveta Evrope, zlasti iz SEJA (2001). V Dodatku SEJA (2020) je raznojezična in raznokulturna zmožnost posebej opisana in ponazorjena s tremi lestvicami. Sodi pa tudi deloma na področje zmožnosti posredovanja. Za razvijanje in spremljanje medkulturne zmožnosti so bili v slovenski šolski prostor uvedeni še drugi dokumenti Sveta Evrope, med zadnjimi Referenčni okvir za pluralistične pristope k jezikom in kulturam (ROPP). Tako so medkulturni in večjezični pristopi pri pouku tujih jezikov postali »železni repertoar« vsebin usposabljanj učiteljev, zlasti pri uvajanju novih ali posodobljenih učnih načrtov ali novih elementov programa, kot sta zgodnejše uvajanje TJ ali obveznega drugega TJ v osnovni šoli. To je tudi tematika pri promociji evropskega dneva jezikov v obliki spletnega pedagoškega foruma ali pri uvajanju ROPPA v pedagoško prakso, predvsem v okviru projekta Jeziki štejejo. Prispevek se bo osredotočil na predstavitev dejavnosti in gradiv na temo medkulturni in večjezični pristopi ter osvetlil nekaj konkretnih primerov, pridobljenih iz različnih oblik usposabljanj. Z izvajanjem usposabljanj na temo medkulturnih in večjezičnih pristopov želimo med učitelji doseči bolj poglobljeno razumevanje ter osmišljeno in pogostejše vključevanje v pouk. Na ta način razvijamo strokovno usposobljenost učiteljev TJ na tem področju ter posledično pri učencih zmožnost sporazumevanja v več jezikih in delovanja v večkulturnih prostorih, kar velja za eno ključnih zmožnosti 21. stoletja. Ključne besede: medkulturni in večjezični pristopi, učni načrti, usposabljanja učiteljev, medkulturno in medjezikovno sporazumevanje. 92 DEVELOPING LANGUAGE TEACHERS' PROFESSIONAL SKILLS IN INTERCULTURAL AND MULTILINGUAL APPROACHES LILJANA KAČ, SUSANNE VOLČANŠEK & SUZANA RAMŠAK Zavod Republike Slovenije za šolstvo, Ljubljana, Slovenia liljana.kac@zrss.si, susanne.volcansek@zrss.si, suzana.ramsak@zrss.si ABSTRACT Developing an integrative capacity for intercultural and interlingual communication is one of the fundamental aims of foreign language (FL) learning. To encourage teachers to integrate intercultural and multilingual approaches into their practice, we offer training in this area. In their definitions and aims for each subject, the curricula for FL are based on documents by the Council of Europe, in particular the CEFR (Common European Framework of Reference for Languages) (2001). In the new CEFR volume (2020), multilingual and intercultural competence is specifically described and il ustrated by three scales. It also falls partly within the area of mediation capacity. Other documents by the Council of Europe have been introduced into the Slovenian school context to develop and monitor intercultural competence, most recently the Framework of Reference for Pluralistic Approaches to Languages and Cultures (FREPA). Thus, intercultural and multilingual approaches in foreign language teaching have become an 'ironclad repertoire' of teacher training content, especial y when introducing new or updated curricula or new curriculum elements, such as the earlier introduction of FL or a compulsory second FL in primary school. This is also a theme in the promotion of the European Day of Languages in the form of an online pedagogical forum or in the introduction of FREPA into teaching practice, notably within the scope of the Languages Matter project. This presentation wil focus on the presentation of activities and materials on intercultural and multilingual approaches and wil highlight some concrete examples drawn from different forms of training. By providing training on intercultural and multilingual approaches, we aim to achieve a deeper understanding among teachers and a more meaningful and more frequent integration in the classroom. In this way, we are developing the professional competence of FL teachers in this field and, as a result, the ability of pupils to communicate in several languages and to function in multicultural spaces, which is considered to be one of the key competences of the 21st century. Key words: intercultural and multilingual approaches, curricula, teacher training, intercultural and interlingual communication. 93 PREPLETANJE CLIL IN IKT PRI POUKU NEMŠČINE ANJA HOZNER VOVKO Osnovna šola Grm Novo mesto, Slovenija anja.hozner-vovko@guest.arnes.si POVZETEK V predstavitvi bom predstavila primer vsebinskega in jezikovno integriranega učenja (CLIL) in vključevanja informacijske in komunikacijske tehnologije (IKT) v večjezičnem izobraževanju pri obveznem izbirnem predmetu Nemščina v 9. razredu osnovne šole. Besedišče, ki so ga učenci v sklopu učne enote »Mesto« usvojili na predhodnih urah, v obliki skupinskega dela utrdijo in nadgradijo z avtentično situacijo. Z vsemi nalogami sledimo glavnim zastavljenim ciljem, to so utrjevanje ciljnega jezika v avtentični situaciji in spoznavanje kulture nemško-govoreče dežele. Učenci spoznavajo in se učijo jezika v njegovi najbolj naravni obliki, to je v avtentični situaciji. Poleg tega se učenci urijo tudi v medvrstniškem sodelovanju in kritičnem mišljenju. Učenci delajo v skupinah. Naloga učencev je s pomočjo poenostavljenega načrta izbranega mesta nemško-govoreče dežele narediti kratko vodenje po mestu in v svojo predstavitev vključiti tudi primer poljubne problemske situacije ob ogledu tega mesta. S pomočjo informacij, ki jih samostojno najdejo na spletu, morajo v poenostavljen načrt centra mesta vključiti vse pomembnejše znamenitosti (stavbe, ulice). Učenci kreirajo tudi problemsko situacijo, ki jo rešijo s pomočjo načrta mesta in tako utrdijo tudi besedišče na temo orientacije v mestu (na primer usmeriti sošolca do živalskega vrta, restavracije, rojstne hiše skladatelja …). Učenci se naloge lotijo zelo zavzeto, saj vedo, da bodo znanje in veščine, ki jih bodo usvojili pri tem projektu, kasneje dejansko lahko uporabili v avtentični situaciji, in sicer na šolskem izletu. Avtentične situacije v kombinaciji z uporabo IKT oz. digitalnih medijev učence motivirajo in jih dodatno vzpodbudijo k izražanju v tujem jeziku. Učenci so aktivno vključeni v učni proces, načrtujejo, sodelujejo in evalvirajo svoje dosežke in dosežke svojih vrstnikov. Ključne besede: avtentično učenje TJ, IKT pri pouku TJ, vsebinsko in jezikovno integrirano učenje TJ (CLIL). 94 INTERTWINING CLIL AND IKT IN GERMAN LANGUAGE TEACHING ANJA HOZNER VOVKO Osnovna šola Grm Novo mesto, Slovenija anja.hozner-vovko@guest.arnes.si ABSTRACT In this presentation I wil present an example of Content and Language Integrated Learning (CLIL) and the integration of Information and Communication Technology (ICT) in multilingual education in the compulsory elective subject German in grade 9 of primary school. The vocabulary, acquired in the previous lessons through working on the learning unit “In the city”, is consolidated and built upon by the students in the form of group work with an authentic situation. Al the tasks are designed to meet the main objectives of consolidating the target language in an authentic situation and learning about the culture of a German-speaking country. The students get to know and learn the language in its most natural form, i.e., in an authentic situation. In addition, the students also practice peer cooperation and critical thinking. Students work in groups. Their task is to give a short tour of a city of their choice in a German-speaking country using a simplified city plan and to include in their presentation an example of a problem situation that can be encountered during the tour of this city. Using information they find independently on the internet, they have to include al the important landmarks (buildings, streets) in the simplified city centre plan. They also have to create the problem situation which they solve using the city plan and thus also reinforce the vocabulary related to orientation in the city (e.g., to direct a classmate to a zoo, a restaurant, a composer’s birthplace, etc.). The students are very enthusiastic about the task, knowing that they wil be able to apply the knowledge and skil s acquired in this project in an authentic situation later on, on a school trip. Authentic situations, combined with the use of ICT or digital media, motivate students and further encourage them to express themselves in a foreign language. The students are actively involved in the learning process, planning, participating and evaluating their own and their peers' achievements. Key words: authentic FL learning, ICT in FL classrooms, Content and Language Integrated Learning (CLIL). 95 JEZIKOVNA IDENTITETA UČENCEV IN JEZIKOVNO OKOLJE V ŠOLI TAMARA TURZA-BOGDAN & LIDIJA CVIKIĆ University of Zagreb, Faculty of Teacher Education, Hrvaška tamara.turza-bogdan@ufzg.hr, lcvikic@gmail.com POVZETEK Hrvaški izobraževalni sistem vključuje različne jezike: hrvaški standardni jezik in manjšinske jezike kot jezike šolanja, tuje jezike kot jezike šolanja in domače jezike učencev kot njihove aktivne idiolekte (Turza Bogdan in Cvikić 2017, Turza Bogdan, Cvikić in Leško 2017). Zato je treba hrvaški izobraževalni sistem obravnavati kot večjezično okolje (UNICEF 2012). Jezikovna pokrajina je opredeljena kot vidnost določenega jezika ali jezikov v javnem prostoru in nam lahko zagotovi dragocene informacije o družbenem statusu jezika in njegovih funkcijah. Še posebej pomembne so raziskave šolske jezikovne pokrajine ali šolske pokrajine (Brown 2012). Obstoj določenega jezika ali narečja v šoli namreč odraža odnos učiteljev in šolskih oblasti do jezika, hkrati pa oblikuje odnos učencev (Landry in Bourhis 1997). Ta prispevek obravnava šolske pokrajine v osnovnih šolah v Medžimurski županiji v Republiki Hrvaški. Gre za večjezično okolje, v katerem je večina prebivalcev rojenih govorcev hrvaščine, ki uporabljajo kajkavsko narečje, manjšina prebivalcev pa je govorcev bajaške romščine, enega od narečij romske manjšine na Hrvaškem. Da bi raziskali, ali šolska pokrajina odraža jezikovno identiteto učencev, bomo raziskali zastopanost hrvaškega standardnega jezika, nestandardnih narečij (kajkavščina, bajaška romščina) in tujih jezikov (angleščina, nemščina). Raziskava bo potekala na različnih osnovnih šolah v Medžimurju z uporabo mešane metode: s kvantitativno analizo jezikovnih profilov učencev (razmerje med govorci večinskega in manjšinskega jezika) in kvalitativno analizo zastopanosti jezikov v šolskem prostoru, ki jih uporabljajo učenci. Na podlagi pridobljenih rezultatov bo obravnavano, kako lahko šolska pokrajina prispeva k ohranjanju jezika in doseganju večjezičnosti pri učencih. Ključne besede: jezikovna pokrajina, večjezičnost, manjšinski jezik, narečja 96 STUDENTS’ LANGUAGE IDENTITY AND SCHOOL LINGUISTIC LANDSCAPE TAMARA TURZA-BOGDAN & LIDIJA CVIKIĆ University of Zagreb, Faculty of Teacher Education, Croatia tamara.turza-bogdan@ufzg.hr, lcvikic@gmail.com ABSTRACT The Croatian educational system encompasses different languages: the Croatian standard language and minority languages as languages of schooling, foreign languages as languages in schooling, and students’ vernaculars as their active idiolects (Turza Bogdan & Cvikić 2017, Turza Bogdan, Cvikić & Leško 2017). For that reason, the Croatian educational system should be considered a multilingual environment (UNICEF 2012). Linguistic landscape is defined as a visibility of a particular language or languages in a public space, and it can provide us with valuable information on the social status of a language and its functions. Especial y important is research on school linguistic landscape or schoolscape (Brown 2012). Namely, the existence of a particular language or vernacular in a school reflects the attitudes of teachers and school authorities toward the language, while at the same time shapes students' attitudes (Landry & Bourhis 1997). This paper deals with schoolscapes in primary schools in Medjimurje county, Republic of Croatia. It is a multilingual environment with the majority of inhabitants being Croatian native speakers whose vernacular is the Kajkavian dialect, and minority inhabitants being speakers of Boyash Romanian, one of the vernaculars of Roma minority in Croatia. In order to explore whether the schoolscape reflects the language identity of its students, the representation of the Croatian standard language, non-standard dialects (Kajkavian, Boyash Romanian), and foreign languages (English, German) wil be investigated. The research wil be conducted in various primary schools in Medjimurje, using mixed method: a quantitative analysis of students’ language profiles (ratio between majority and minority language speakers) and a qualitative analysis of language representation in school spaces used by students. Based on the obtained results it wil be discussed how schoolscape might contribute to language maintenance and the achievement of students’ multilingualism. Key words: linguistic landscape, multilingualism, minority language, vernaculars. 97 IN MEDIAS RES ALI VENI, VIDI, LINGUAM LATINAM RECOGNOVI (V SREDIŠČE STVARI ALI PRIŠEL, VIDEL, PREPOZNAL LATINŠČINO) BOJANA TOMC Zavod sv. Stanislava, Škofijska klasična gimnazija, Ljubljana, Slovenija bojana.tomc@guest.arnes.si POVZETEK Latinščina je bila nekoč sredstvo komunikacije na vseh ravneh in področjih človekovega življenja. Čeprav se danes več ne uporablja kot sporazumevalni jezik v vsakdanji komunikaciji in je izgubila tudi neposredno povezovalno vlogo med govorci drugih jezikov, ki jo je imela kot lingua franca, ohranja svojo živost, saj je prisotna v številnih jezikovnih in kulturnih elementih v različnih, tako romanskih, kjer je to pričakovano, saj gre za njene neposredne dediče, kot neromanskih jezikih. Namen prispevka z naslovom In medias res ali Veni, vidi, linguam Latinam recognovi v okviru teme »Starodavni in klasični jeziki v plurilingvalnem izobraževanju« je pokazati, kako na začetni stopnji učenja latinščine pri dijakih zbuditi zavest o tem, da znajo in razumejo precej latinščine, čeprav se je niso še nikoli formalno učili ali se neposredno srečali z njo. Veliko latinščine (in grščine) namreč znamo in uporabljamo nezavedno, še preden se ju začnemo učiti. Z večjezičnim pristopom pri poučevanju dijaki od prvih ur učenja latinščine prepoznavajo jezikovne in kulturne elemente, ki izvirajo iz rimske antike, v slovenščini, angleščini in španščini. Pri tem si pomagajo tudi z drugimi jeziki, ki jih (po)znajo. Ob novih jezikovnih znanjih skušamo krepiti tudi zavedanje, da je latinščina (pa tudi grščina) tisti element, ki lahko v sodobnem šolskem sistemu povezuje vse predmete, ki so danes večinoma ostro ločeni, posledica česar je velikokrat tudi nezmožnost dijakov, da bi povezovali znanje, ki ga pridobijo pri posameznih predmetih, čeprav gre za sorodne ali celo iste teme. Z zelo naravno obliko medpredmetnega povezovanja, ki temelji na klasičnem jeziku, dijakom pokažemo, da se posamezni predmeti, jeziki in znanje nasploh med seboj prepletajo. Tako pridobljeno jezikovno znanje je trajnejše, dijaki pa so pri takšnem pristopu motivirani, saj je izhodišče učenja in poučevanja njihovo predznanje in zavedanje, da pri učenju latinščine tudi pri prvi uri niso tabula rasa. Ključne besede: klasični jeziki, latinščina, večjezični pristop, medjezikovna in medpredmetna povezovalna vloga 98 IN MEDIAS RES OR VENI, VIDI, LINGUAM LATINAM RECOGNOVI (IN THE CENTRE OF THINGS OR CAME, SAW, RECOGNISED LATIN) BOJANA TOMC Zavod sv. Stanislava, Škofijska klasična gimnazija, Ljubljana, Slovenia bojana.tomc@guest.arnes.si ABSTRACT Latin was once a means of communication at al levels and in al spheres of human life. Although it is no longer used as a language of communication in everyday life and has lost the direct linking role between speakers of other languages that it had as a lingua franca, it retains its vitality, being present in many linguistic and cultural elements in various languages, both Romance, where this is to be expected since they are its direct heirs, and non-Romance languages. The aim of the contribution entitled In medias res or Veni, vidi, linguam Latinam recognovi, under the topic Ancient and Classical Languages in Plurilingual Education, is to show how, at the initial stage of learning Latin, the teacher can awaken in students an awareness that they know and understand a good deal of Latin, even though they have never formal y studied it or had direct contact with it. Much of Latin (and Greek) is known and used unconsciously, even before we begin to learn it. With a multilingual approach to teaching, from the very first lessons in Latin, students recognise linguistic and cultural elements originating in Roman antiquity in Slovenian, English and Spanish. They are also helped by other languages they know (and/or can speak). Alongside the new linguistic skil s, we also try to strengthen the awareness that Latin (and also Greek) is the element that can link al the subjects in the modern school system, which are today mostly sharply separated, often resulting in students’ inability to make connections between the knowledge they acquire in each subject, even if the topics are related or even the same. Through a very natural form of cross-curricular integration, based on classical language, we show students that subjects, languages and knowledge in general are intertwined. The linguistic knowledge acquired thus lasts longer and the students are motivated by this approach, as the starting point for learning and teaching is their prior knowledge and the knowledge that, when it comes to learning Latin, from the first lesson onwards, they are not a tabula rasa. Key words: classical languages, Latin, multilingual approach, interlingual and cross-curricular integrative role 99 KAKO KAR NAJBOLJE IZKORISTITI POŠILJANJE BESEDILNIH SPOROČIL EDWIN HARRIS University of Ljubljana, Faculty of Education, Ljubljana, Slovenia 3dwin.harris@gmail.com POVZETEK Učitelji jezikov lahko včasih menijo, da je pisanje sporočil SMS med poukom nepotrebna motnja. Vendar pa s pojavom aplikacij za takojšnje sporočanje, kot so Slack, WeChat, WhatsApp in Facebook Messenger, postaja sinhrona besedilna komunikacija vse bolj potrebna za učence, ki nameravajo v novem jeziku komunicirati na delovnem mestu in zunaj njega. Če se pravilno izvaja, lahko uporaba teh platform za sinhrono besedilno komunikacijo učencem zagotovi izjemno priložnost za interakcijo v razredu. Natančneje, te vrste interakcije lahko spodbudijo: globlje razumevanje snovi pri predmetu, izboljšanje sposobnosti rabe digitalnih pripomočkov in izboljšanje kakovosti interakcije v razredu pri pouku jezika. V tej predstavitvi bom podal primer sinhrone besedilne debate o ameriški pop glasbi, ki sem jo uporabil pri pouku angleščine kot tujega jezika na univerzi na Kitajskem. Poleg obrazložitve te dejavnosti bo predstavitev vključevala še diskusijo o najboljših praksah, o tem, kaj je šlo prav in kaj narobe, ter o predlogih za druge učitelje, ki poskušajo izvajati podobne sinhrone besedilne dejavnosti v jezikovnem razredu. Ključne besede: računalniško-posredovana komunikacija, digitalna pismenost, angleščina kot tuji jezik, medkulturno sporazumevanje 100 GETTING THE MOST OUT OF TEXTING EDWIN HARRIS University of Ljubljana, Faculty of Education, Ljubljana, Slovenia 3dwin.harris@gmail.com ABSTRACT Language teachers can sometimes think of texting in class as an unnecessary distraction. However, with the advent of instant messaging apps like Slack, WeChat, WhatsApp, and Facebook Messenger, synchronous text-based communication is becoming more and more necessary for learners who intend to communicate on and off the job in a new language. If implemented correctly, using these synchronous text-based communication platforms can provide an amazing opportunity for students to interact in class. Specifical y, these sorts of interaction can encourage: deeper understanding of subject matter, increase in digital fluency, and improved quality of interaction in the language classroom. In this presentation, I wil give an example of a synchronous text-based debate about American pop music that I used in an English as a Foreign Language (EFL) class at a university in China. Apart from the explanation of the activity, I wil discuss best practices, what went right and wrong, and suggestions for other teachers trying similar synchronous text-based activities in the language classroom. Key words: computer-mediated communication, digital literacy, EFL, intercultural communication. 101 OPAZUJ, POSLUŠAJ IN SPRAŠUJ: DEKONSTRUKCIJA JEZIKOVNE KRAJINE IZRAELSKO-PALESTINSKE REGIJE KOT ORODJE ZA DIALOG NA TEM OBMOČJU ANASTASIA J. KHAWAJA1 & BRIDGET SCHVARCZ2 1University of South Florida, Florida, Združene države Amerike 2Afeka College of Engineering, Tel-Aviv, Izrael ajkhawaja@usf.edu, bridget.schvarcz@gmail.com POVZETEK V tej predstavitvi želimo udeležence spodbuditi k opazovanju, poslušanju in preizpraševanju zapletene realnosti jezikovne pokrajine Izraela in Palestine. Raziskovali bomo arabske, hebrejske in angleške simboli/značilnosti v skladu z merili Spolskyja in Cooperja (1991) za analizo rabe več jezikov v posameznem prikazu in nadaljevali delo s področja jezikovnih pokrajin v Izraelu, ki so ga opravili Ben Rafael, Shohamy, Trumper-Hecht in Amara (2006). Čeprav takšne pretekle študije raziskujejo simbolno funkcijo jezikov prek oznak (Ben Rafael idr., 2006; Amara, 2018), jih le malo prikazuje, kako se jezikovna pokrajina poenoti/združi, da bi dekonstruirala konflikt in ga uporabila za medkulturno izobraževanje (glej Themistocleous, 2018). Udeležence bomo najprej povabili k opazovanju hierarhičnega obstoja različnih jezikovnih predstavitev tako na neuradnih (izložbe in trgovine) kot uradnih (ceste/avtoceste) oznakah v podeželski palestinski vasi Ni'lin in sosednjem izraelskem mestu Modiin ter palestinskih in izraelskih mestih Ramala in Tel Aviv. Kot drugo, bomo predstavili uporabo jezikovne pokrajine kot orodje za zbliževanje obeh strani, saj lahko kritično opazovanje več jezikovnih pokrajin vodi k razumevanju (Trumper-Hecht, 2009; Waksman in Shohamy, 2009) in tako odpira poti za učenje o »drugem« in poslušanje »drugega«. Pokazali bomo, kako se ti rezultati jezikovnih pokrajin uporabljajo v razredu in zunaj njega, pri čemer bomo izpostavili, kako učenci na obeh "straneh" razbijajo svoje binarno razumevanje miselnosti "mi" in "oni" v kontekstu izraelsko-palestinskega konflikta z oblikovanjem lastnih dejavnosti, ki kažejo medkulturno ozaveščenost (Gorter, 2013). Na koncu bodo udeleženci povabljeni k razmisleku in preizpraševanju o tem, kako lahko te dejavnosti uporabijo za diskusijo in razumevanje podobnih zapletenih situacij, da bi se premikali v smeri proti miru in ne razdora. Ključne besede: Izrael, Palestina, mirovna vzgoja, jezikovna pokrajina 102 OBSERVE, LISTEN, AND QUESTION: DECONSTRUCTING THE LINGUISTIC LANDSCAPE OF THE ISRAEL/PALESTINE REGION AS A TOOL FOR DIALOGUE IN THE AREA ANASTASIA J. KHAWAJA1 & BRIDGET SCHVARCZ2 1University of South Florida, Florida, United States of America 2Afeka College of Engineering, Tel-Aviv, Israel ajkhawaja@usf.edu, bridget.schvarcz@gmail.com ABSTRACT In this presentation we seek to guide our participants to observe, listen, and question the complex realities of the Linguistic Landscape (LL) of Israel and Palestine. Arabic, Hebrew, and English tokens are examined according to Spolsky and Cooper’s (1991) criteria for analyzing the use of multiple languages within a singular display and continues the work of LL in Israel by Ben Rafael, Shohamy, Trumper-Hecht and Amara (2006) (napaka?). While such past studies explore the symbolic function of languages through signage (Ben Rafael et al, 2006; Amara, 2018), few show how the LL comes together to deconstruct the conflict and use it for cross-cultural education (c.f. Themistocleous, 2018). We first invite participants to observe the hierarchical existence of different linguistic representations on both unofficial (storefronts and shops) and official (road/highway) signage in the rural Palestinian vil age of Ni'lin, and the neighbouring Israeli town, Modiin as wel as the Palestinian and Israeli cities of Ramal ah and Tel Aviv. Second, we confer the uses of LL to bring the two sides together as critical observation of multiple landscapes can lead to understanding (Trumper-Hecht, 2009; Waksman & Shohamy, 2009), thus opening channels for learning about and listening to the “other.” We highlight how these LL results are used in the classroom and beyond, highlighting how students on both “sides” break their binary understanding of the “us” vs “them” mentality regarding the Israeli-Palestinian Conflict through designing their own activities demonstrating cross cultural awareness (Gorter, 2013). Final y, participants brainstorm and question how they can use these activities to discuss and understand similar, complex situations in order to move towards peace and not division. Key words: Israel, Palestine, Peace Education, Linguistic Landscape. 103 PRIPRAVA UČBENIKOV S TILKO V SVET JEZIKOV – TEORETIČNA IZHODIŠČA IN OSNOVNE SMERNICE VESNA MIKOLIČ Znanstveno-raziskovalno središče Koper, Slovenija vesna.mikolic@zrs-kp.si POVZETEK V okviru projekta JeŠT – Jeziki štejejo so nastali tudi učbeniški snopiči za poučevanje in učenje slovenščine, italijanščine, nemščine in angleščine po učnem modelu TILKA (Teaching Interculturality through Language and Literature for Conflicts Avoidance) v natisnjeni ali spletni obliki. V pričujočem prispevku bodo predstavljena teoretična izhodišča modela in osnovne smernice pri pripravi učbeniških gradiv. Model sloni na že uveljavljenih učnih metodah, kot jih poznata komunikacijski in konstruktivistični pristop, in na novejših usmeritvah medkulturne vzgoje, ki izpostavljajo pomen sočasnega poučevanja jezika in kulture ter jezika in književnosti. Na tej osnovi učenci razvijajo sporazumevalno, bralno in medkulturno zmožnost. Istočasno se na temelju nekaterih spoznanj transakcijske analize v poučevanje jezika uvaja tudi razvijanje zmožnosti za nenasilno komunikacijo. Pri pripravi učbeniških gradiv so nas zato vodile naslednje smernice: učbeniški snopič obsega od 5 do 10 enot; vsaka učna enota se začne z avtentičnim besedilom, umetnostnim ali neumetnostnim; besedila izbiramo na osnovi učnih načrtov, nekatera besedila pa so lahko povsem nova; izbrana besedila omogočajo razpravo o družbeno pomembnih temah; tabela za učitelje na začetku vsake učne enote je v slovenščini, navodila za učence pa so dvojezična ali v ciljnem jeziku; v istem učbeniškem snopiču so učne enote za nižje in višje ravni sporazumevalne zmožnosti; v učbenikih slovenščine vključimo tudi kakega tujega avtorja ali avtorico in obratno, v učbenikih tujih jezikov tudi kakega slovenskega avtorja ali avtorico. Na tak način se dosegajo cilji sočasnega medkulturnega poučevanja jezika in književnosti. Ključne besede: medkulturnost, učbeniki, poučevanje jezikov 104 PREPARING TEXTBOOKS WITH TILKA INTO THE WORLD OF LANGUAGES – THEORETICAL STARTING POINTS AND BASIC GUIDELINES VESNA MIKOLIČ Znanstveno-raziskovalno središče Koper, Slovenia vesna.mikolic@zrs-kp.si ABSTRACT The project JeŠT – Jeziki štejejo (Languages Matter) has among other things produced textbook bundles for teaching and learning Slovenian, Italian, German, and English according to the TILKA (Teaching Interculturality through Language and Literature for Conflicts Avoidance) model, available in print or online format. This presentation wil introduce the theoretical background of the model and the basic guidelines for the preparation of the textbook materials. The model is based on previously established teaching methods, such as the communicative and constructivist approaches, and on more recent trends in intercultural education, which emphasise the importance of teaching language and culture as wel as language and literature simultaneously. On this basis, pupils develop communicative, reading and intercultural competences. At the same time, the development of the capacity for non-violent communication is being introduced into language teaching on the basis of some of the findings of transactional analysis. We have therefore had the following guidelines lead us in the preparation of the textbook materials: the textbook bundle consists of 5 to 10 units; each unit begins with an authentic text, whether fiction or non-fiction; texts are selected on the basis of the curriculum, and some texts may be completely new; the texts selected allow for discussion of socially relevant topics; the table for the teacher at the beginning of each unit is in Slovene, and the instructions for the pupils are bilingual or in the target language; teaching units for lower and higher levels of communicative ability are included in the same textbook bundle; we include some foreign authors in Slovene textbooks, and likewise, some Slovene authors in foreign language textbooks. In this way, the objectives of simultaneous intercultural language and literature teaching are achieved. Key words: interculturality, textbooks, language teaching 105 LAŽNI PRIJATELJI V KOMUNIKACIJI BARBARA COTIČ PAPOTNIK Osnovna šola Šempeter v Savinjski dolini, Slovenija barbara.cotic@gmail.com POVZETEK Lažno prijateljstvo je pojav, ki je skupen številnim jezikovnim parom, še posebej pogost pa je pri jezikovnih parih, kjer imajo jeziki skupen izvor (kot sta to srbščina in slovenščina ali na primer španščina in italijanščina itd.). Prav zaradi te številčnosti pa tudi zaradi čisto uporabnih razlogov – prevajanje, poučevanje in učenje jezika – se je definiranja in raziskovanja lažnih prijateljev lotilo veliko tudi komunikologov, kar je privedlo do velikega števila definicij, ki natančno ali manj natančno opredeljujejo pojav lažnega prijateljstva v dveh jezikih (Kokot, 2007). Lažni prijatelji so po splošni definiciji besede, ki v dveh jezikih podobno izgledajo ali se podobno slišijo, imajo pa različen pomen. Primer: beseda kit pomeni v slovenščini nekaj povsem drugega kakor v angleščini, čeprav se v obeh jezikih enako napiše in prebere. Na primer grah je v slovenščini pač grah, vrsta stročnice, v hrvaščini pa pomeni fižol, grad je pri nas stara stavba, v kateri so živeli graščaki, pri njih pa pomeni mesto. Zahrbtni »prijatelji« površnih poznavalcev so zlasti besede v sorodnih jezikih. Pri učenju tujih jezikov, prevajanju in povsod tam, kjer se stikata dva različna jezika, je že nekaj časa poznan pojav t. i. lažnih prijateljev ali v angleščini »false friends«. Ti »zahrbtni« besedni »lažnivci« med drugim razkrivajo slabe prevode, ki povzročajo netočno, neustrezno ali celo napačno izražanje in posledično slabo komunikacijo med (tujejezičnimi) govorci. Med lažnimi prijatelji se pojavijo tudi besede, ki dajejo v maternem jeziku vtis, da so tujke. To so v SSKJ (Slovarju slovenskega knjižnega jezika) prevzete besede, ki niso popolnoma prilagojene izposojajočemu si jeziku. Sem lahko recimo štejemo besedo handy (angleško za spreten, priročen), ki jo v slovenščini pogovorno uporabljamo za mobilni telefon. Napake, povezane z lažnimi prijatelji, se pojavijo tudi takrat, kadar tujezveneča beseda v slovenščini nima formalno podobne ustreznice (npr. v slovenščini degustacija: angleško pomeni tasting, sampling). Predstaviti želimo rabo lažnih prijateljev v vsakdanji komunikaciji med tujejezičnimi govorci, ter napake, ki jih delamo zaradi njihove formalne podobnosti. Ključne besede: besedni lažnivci, lažni prijatelji, primeri rabe v jeziku 106 FALSE FRIENDS IN COMMUNICATION BARBARA COTIČ PAPOTNIK Osnovna šola Šempeter v Savinjski dolini, Slovenia barbara.cotic@gmail.com ABSTRACT False friendship is a phenomenon common to numerous language pairs, but it is particularly common in language pairs where the languages have a common origin (such as Serbian and Slovenian, or Spanish and Italian, for example, etc.). It is precisely because such language pairs are so numerous, but also for purely practical reasons - translation, language teaching and learning - that many communicologists have also started defining and researching false friends, which has led to a large number of definitions that define more or less precisely the phenomenon of false friendship in two languages (Kokot, 2007). False friends are, according to a general definition, words that look or sound similar in two languages but have different meanings. For example: the word kit means something completely different in Slovenian than in English, even though it is spel ed and read the same in both languages. For example, the word grah in Slovenian is a pea, a type of legume, but in Croatian it means beans; grad (castle) is an old building in which noblemen lived, but in Croatian it means a town. The sneaky/tricky "friends" of the superficial language speaker are, in particular, words in related languages. In foreign language learning, translation and wherever two different languages meet, the phenomenon of false friends has been known for some time. These “sneaky/tricky” “lying words" reveal, among other things, poor translations that lead to inaccurate, inappropriate or even incorrect expression and, consequently, poor communication between (foreign) speakers. False friends also include words that give the impression of being foreign words in the native language. In the SSKJ (Dictionary of Standard Slovenian Language), these are loanwords that are not ful y adapted to the language that has borrowed them. For example, the word handy (English for useful, easy to use), which is used col oquial y in Slovene to refer to a mobile phone. Mistakes related to false friends also occur when the foreign-sounding word has no formal similar equivalent in Slovene (e.g., degustacija: English for tasting, sampling). We want to present the use of false friends in everyday communication between foreign speakers, and the mistakes we make because of their formal similarity. Key words: lying words, false friends, examples of use in language 107 VEČJEZIČNOST NA ŠOLSKI, RAZREDNI, INDIVIDUALNI RAVNI: NAČRTOVANJE, IZVEDBA IN IZZIVI PIA LEŠNIK Gimnazija Jožeta Plečnika, Ljubljana, Slovenija pia.lesnik@gjp.si POVZETEK Z vidika šolskega koordinatorja projekta Jeziki štejejo in z vidika učitelja 2. in 3. TJ bom predstavila izkušnje, možnosti in izzive izvajanja večjezičnih dejavnosti v gimnaziji za vse dijake, pri vseh jezikih, ki se poučujejo na naši gimnaziji, v vseh letnikih, na različnih jezikovnih ravneh. Predstavljeni bodo primeri Jezikovnega prebujanja, Medjezikovnega razumevanja med sorodnimi jeziki, Integrirani didaktični pristop in t.i. Soft CLIL ter jezikovno občutljivo poučevanje in kako se lahko tovrstni pristopi načrtujejo in izvajajo tako na »meso/šolskem, micro/razrednem in nano/individualnem« nivoju, da je učenje osrediščeno na posameznega učenca, ki uporablja ves svoj jezikovni repertoar in krepi individualne jezikovne zmožnosti, šola pa z večjezičnostjo, ki jo vključuje v različne šolske dejavnosti omogoča medkulturno sožitje. Izpostavila bom vlogo učnih načrtov, učbenikov, IKT in avtentičnih gradiv in gradiv, ki jih učitelji sami ustvarjajo. Prikazana bodo učna gradiva in izdelki dijakov. Pri načrtovanju večjezičnosti na šolski ravni je seveda pomembno timsko delo učiteljev, nakazala pa bom, kako ni samoumevno znati sodelovati pri izvajanju medpredmetnih in medjezikovnih dejavnosti na mikro ravni in kako to zavedanje lahko bistveno prispeva k uspešnosti uvajanja večjezičnih kompetenc. Z uvajanjem novih večjezičnih pristopov smo opazili pomen samo-izobraževanja učiteljev, organizacije njihovega dela in sodelovanja ter prenašanja znanja in omogočanja strokovne diskusije, saj tudi to vpliva na sprejemanje večjezičnosti pri dijakih. Predstavljeni bodo odzivi dijakov in nekdanjih dijakov, zdaj študentov. S tem povezano in na osnovi predstavljenih večletnih izkušenj (v projektu Ješt, OUTJ, Evropski oddelki) nakazujem možnosti razvijanja učnega okolja, naklonjenega jezikom, ter oblikovanje nacionalne jezikovne politike. Ključne besede: razvijanje raznojezičnih dejavnosti, jezikovno ozaveščanje, medjezikovno razumevanje, integrirani didaktični pristop, šolska jezikovna politika, projekt JeŠT, jezikovni repertoar, jezikovno občutljivo poučevanje 108 MULTILINGUALISM AT SCHOOL, CLASS, INDIVIDUAL LEVEL: PLANNING, IMPLEMENTATION AND CHALLENGES PIA LEŠNIK Gimnazija Jožeta Plečnika, Ljubljana, Slovenia pia.lesnik@gjp.si ABSTRACT From the point of view of the school coordinator of the Languages Matter project and from the point of view of a 2nd and 3rd foreign language teacher, I wil present the experiences, possibilities and challenges of implementing multilingual activities in high school for al students, in al languages taught in our high school, in all years of schooling, at different language levels. I wil put forward examples of Awakening to Languages, Interlingual Understanding between Related Languages, Integrated Didactic and the so-called Soft CLIL approaches, along with Linguistical y Sensitive Teaching, and I wil explain how such approaches can be designed and implemented at the “meso/school, micro/classroom and nano/individual” levels, so that learning is focused on the individual learner, making use of his/her whole linguistic repertoire and enhancing individual linguistic abilities, while the school facilitates intercultural coexistence through multilingualism that it integrates into the various school activities. I wil highlight the role of curricula, textbooks, ICT and authentic and teacher-created materials. Teaching materials and students’ products wil be presented. Teamwork between teachers is of course important in planning multilingualism at school level, but I wil show how it is not a given to be able to work together in cross-curricular and cross-linguistic activities at the micro level, and how this awareness can make a significant contribution to the success of the introduction of multilingual competences. With the introduction of new multilingual approaches, we have noticed the importance of teachers' self-training, organisation of their work and collaboration, as wel as knowledge transfer and facilitation of professional discussion, as this also has an impact on students’ acceptance of multilingualism. The responses of students and former students, now university students, wil be presented. In this context and on the basis of the experiences of several years that wil have been presented (in the Languages Matter project, Enriched Foreign Language Learning, European Departments), I suggest possibilities for developing a language-friendly learning environment and for the formulation of a national language policy. Key words: creating multilingual activities, language awareness, interlingual understanding, integrated didactic approach, school language policy, the Languages Matter project, linguistic repertoire, linguistically sensitive teaching 109 RAZVIJANJE VEČJEZIČNE SENZIBILNOSTI KOT ELEMENT VKLJUČUJOČE ŠOLE TINA PAJNIK Osnovna šola Vide Pregarc, Ljubljana, Slovenija tpajnik@gmail.com POVZETEK V prispevku so predstavljene dejavnosti, s katerimi smo v Osnovni šoli Vide Pregarc v Ljubljani načrtno razvijali večjezična okolja z namenom vključevanja vseh učencev. Da bi gradili večjezična okolja, v katerih bi se učenci povezovali in gradili učečo se skupnost, smo izvedli različne dejavnosti. V okviru projekta Medgeneracijsko branje smo pripravili bralne delavnice v angleškem jeziku. Učenci tretjih razredov so prebirali knjižice Ladybird ter poročali o prebranem. S pomočjo slikovnih slovarjev so raziskovali pomen besed, s spletnimi slovarji pa so prepoznavali značilnosti govorjene besede. Projekt Teden pisanja z roko je omogočil raziskovanje različnih pisav v četrtem razredu. Učenci tujci in učenci, katerih materni jezik ni slovenščina, so predstavili abecedo svojega maternega jezika. Izdelali so razredni slovar in zapisali nekaj povedi v različnih jezikih in abecedah. Mednarodni projekt Čitanje bez granica je tretješolcem omogočil spoznavanje hrvaške literature. Skozi celo šolsko leto so prebirali knjigo Čudovnate zgode šegrta Hlapića in primerjali slovensko besedilo s hrvaškim. Učenci iz drugih jezikovnih okolij so se intenzivneje vključevali v učne ure, v katerih je šolska knjižničarka učno uro vodila v slovenskem in hrvaškem jeziku. Medpredmetne ure so v drugem razredu potekale tako, da so učenci poslušali besedila avtorice Julie Donaldson v angleškem in slovenskem jeziku. Primerjali so slikanice v obeh jezikih ter spoznavali poklic prevajalca. Glede na jezike, ki so jih učenci poznali, so sestavili svojo pravljico, ki je vsebovala besede v različnih jezikih. Večjezično okolje ponuja vključitev učencev iz različnih jezikovnih okolij v učni proces. Ne samo, da je večjezičnost izhodišče za povezovanje in vključevanje, je tudi odlično izhodišče za razvijanje občutljivosti učencev za bogato jezikovno okolje, ki jih obdaja. Ključne besede: večjezična učna okolja, vključujoča šola, občutljivost za različne jezike, učenci tujci 110 DEVELOPING MULTILINGUAL SENSITIVITY AS AN ELEMENT OF INCLUSIVE SCHOOLS TINA PAJNIK Osnovna šola Vide Pregarc, Ljubljana, Slovenia tpajnik@gmail.com ABSTRACT This presentation showcases the activities we have carried out at the Vida Pregarc Elementary School in Ljubljana and with which we aimed to develop multilingual environments with the intention to involve al pupils. In order to build multilingual environments in which pupils can connect and build a learning community, we have implemented various activities. Within the framework of the Intergenerational Reading project, we organised reading workshops in English. Third grade pupils read Ladybird books and reported on what they had read. They used picture dictionaries to explore the meaning of words and online dictionaries to identify the characteristics of spoken words. The Handwriting Week project al owed fourth graders to explore different scripts. Foreign pupils and pupils whose first language is not Slovenian presented the alphabet of their mother tongues. They made a class dictionary and wrote some sentences in different languages and alphabets. The international project Reading Without Borders (Čitanje bez granica) gave third graders the opportunity to get to know Croatian literature. Throughout the school year, they read the book “The Brave Adventures of Hlapitch” (Čudovnate zgode šegrta Hlapića) and compared the Slovenian text with the Croatian text. Pupils from other linguistic backgrounds were more intensively involved in the lessons, during which the school librarian taught the lessons in Slovenian and Croatian. Cross-curricular lessons in the second grade were conducted by having pupils listen to texts by author Julia Donaldson in both English and Slovenian. They compared picture books in both languages and learned about the profession of a translator. Depending on the languages they knew, the pupils created their own fairy tale containing words in the different languages. The multilingual environment offers the opportunity to involve pupils from different linguistic backgrounds in the learning process. Not only is multilingualism a platform for interconnection and integration/inclusion, it is also an excel ent starting point for developing pupils' sensitivity to the rich linguistic environment surrounding them. Key words: multilingual learning environments, inclusive schools, sensitivity to different languages, foreign learners 111 MOST MED VEČJEZIČNIM ODRAŠČANJEM DOMA IN UČENJEM TUJEGA JEZIKA V RAZREDU SABINA KRAMER Osnovna šola Žiri, Slovenija sabina.kramer@osziri.si POVZETEK Starši z različnimi jezikovnim ozadjem se mnogokrat srečujejo s težko odločitvijo: izkoristiti dane možnosti in potomce vzgajati v večjezičnem okolju ali se izogniti radovednim, včasih celo začudenim pogledom ljudi iz okolice, ko njihovi otroci z vsakim staršem komunicirajo v drugem jeziku in v stavkih še kodno preklapljajo? V prispevku bo predstavljena študija primera dečka, rojenega v jezikovno mešani družini. Oče, Slovenec, z dečkom od rojstva govori slovensko, mama, po narodnosti Salvadorka, pa vseskozi špansko. Jezik okolja je slovenščina; deček je v časovnem okvirju opazovanja obiskoval slovenski vrtec in šolo. Za obdobje petih let je pri družini delala varuška, ki je z dečkom približno 10-12 ur na teden govorila izključno angleško. Trijezični pristop se je pričel pri dečkovi starosti 4 let in pol. Podatki o dečkovem večjezičnem jezikovnem razvoju so bili zbrani na podlagi sprotnih zapiskov in dodatno analizirani s pomočjo zvočnih posnetkov. Ugotavljamo, da je deček že po nekaj tedenski izpostavljenosti angleščini začel uporabljati nekatere kratke besede, pridevnike je postavljal na končno pozicijo v stavku, angleškim glagolom je dodajal slovenske končnice, ob pojavitvi kodnega preklapljanja se je njegova raba angleškega besedišča skrčila, jezikovno preklapljanje je dečka zmotilo v tolikšni meri, da je nastopilo t. i. tiho obdobje, med katerim je natančno preučeval stavke ter kmalu zatem tekoče spregovoril v angleščini. Kot priča večjezičnemu odraščanju in kot učiteljica tujih jezikov sedaj v razredu uporabljam pristope, ki so se izkazali kot obetavni tako pri večjezičnem odraščanju kot delu v razredu. Usvajanje jezika v obeh primerih temelji na akcijskem usmerjenem poučevanju (SEJO). Na podlagi interakcije v tujem jeziku se pri učencih oblikuje pomen. Ciljni jezik je sredstvo za doseganje ciljev, zato je uporaba čim večjega tujejezičnega vnosa v obeh kontekstih bistvenega pomena. Posameznike spodbujamo in jim ponudimo aktivnosti, pri katerih imajo vpogled v podobnosti in razlike med jeziki. Ena uspešnejših oblik takšnega dela je projektni pristop, saj posameznike približa življenjskim situacijam, učenci pa preko lastnega raziskovalnega dela pridejo do znanja. Ključne besede: večjezičnost, večjezično odraščanje, projektno delo, akcijsko usmerjeni pristop 112 A BRIDGE BETWEEN GROWING UP MULTILINGUAL AT HOME AND LEARNING A FOREIGN LANGUAGE IN THE CLASSROOM SABINA KRAMER Osnovna šola Žiri, Slovenia sabina.kramer@osziri.si ABSTRACT Parents with different linguistic backgrounds are often faced with a difficult decision: to take advantage of the opportunities they were given and raise their offspring in a multilingual environment, or to avoid the curious, sometimes even puzzled, looks from people around them when their children communicate in a different language with each parent and even code-switch when speaking? This presentation wil focus on a case study of a boy born in a linguistical y mixed family. The father, a Slovene, has spoken Slovene to the boy since birth, while the mother, a Salvadoran, has always spoken Spanish. The language of the environment is Slovene, and during the observation period, the boy attended a Slovene kindergarten and school. During a period of five years, the family had a nanny who spoke exclusively English with the boy for approximately 10-12 hours a week. The trilingual approach started when the boy was 4½ years old. Data on the boy's multilingual language development was collected through field notes and further analysed through audio recordings. We found that after only a few weeks of exposure to English, the boy began to use some short words, to place adjectives in their final position in a sentence, to add Slovene endings to English verbs; when code-switching began to occur, his use of English vocabulary was reduced, and he became so distracted by code-switching that he entered a 'silent period' during which he studied sentences carefully and soon afterwards spoke fluently in English. As a witness to multilingual upbringing and as a foreign language teacher, I now use approaches in the classroom that have shown promise both in the context of multilingual upbringing as wel as in the classroom. Language acquisition in both contexts is based on action-oriented teaching (Common European Framework of Reference – CEFR). Meaning is constructed in the learners through interaction in the foreign language. The target language is the means to an end, so using as much foreign language input as possible is essential in both contexts. Individuals are encouraged and offered activities that give them insight into the similarities and differences between languages. One of the most successful forms of such work is the project approach, as it brings individuals closer to real-life situations, and learners gain knowledge through their own exploratory work. Key words: multilingualism, multilingual upbringing, project work, action-oriented approach 113 NOVONASTALE TVORJENKE V SLOVENŠČINI IN ANGLEŠČINI VALENTINA TOMAN ČREMOŽNIK Osnovna šola Šempeter v Savinjski dolini, Slovenija toman.valentina@gmail.com POVZETEK Učenci spoznajo različne načine in postopke tvorjenja novonastalih besed slovenskega knjižnega jezika, ki jih prestavljajo oz. prevajajo v angleščino, svoje smiselno uporabljajo v lastnih povedih; v vezani in nevezani obliki ter jih vsebinsko medpredmetno povezujejo in oblikujejo. Učenci ne poznajo etimologije, zato besed sprva ne razstavljajo in sestavljajo po korenskih morfemih, ampak na podlagi prepoznavanja identične skupine glasov, zato v besedi kultura zlahka odkrijejo besedi »ura« in »kul«, v besedi zrak pa besedo rak, besedo prevedejo v angleščino, npr. dež – rain; dežeruta – raindana (rain + bandana), deželet – raindrump (rain + drops + bump), deževalec – rainpert (rain + expert), ali iz korena -LJUB- tvorijo besede in jih razlagajo, npr. ljubo miška (miška, ki ti prinese darilo, ko se zaljubiš), ljubenica (lubenica, ki povzroči zaljubljenost), ljubovina (tam, kjer domuje ljubezen). Želimo predstaviti nadvse živahno leksikalno dinamiko priložnostnic in novotvorjenk v besedišču osmošolcev, pa tudi tvorjenje kratkih umetnostnih besedil, z besedotvornega vidika pa pokazati, da ima tvorba besed poleg sistemske, integracijske, kondenzacijske in vključitvene tudi pomembno stilistično vlogo v leksiki slovenskega jezika, ki je sposoben prenovitveno in ponovitveno moč črpati ne samo iz prevzetih, ampak tudi iz lastnih tvorbenih prvin in vzorcev. Literarni ali t. i. umetnostni jezik ne odraža v času in prostoru preverljive stvarnosti, zato je tudi sam neomejen in je zanj značilna »likovnost/figurativnost«, ki med drugim vključuje nove, nenavadne ali razširjene (ne)pomenske rabe besed in besednih zvez. Nastale (izmišljene, skovane) tvorjenke, t. i. priložnostnice iz korena besedne družine imajo (tudi ponavljajočo) besedilno vlogo, izzivajo že obstoječe (novo)tvorbene vzorce, večini pa je osrednji namen besedna igra z razsežnostjo nesmisla (nonsensa). Po zgledu slovenskega besedotvorja nastajajo učenčeve zbirke novonastalih besed in njihova razlaga. Z novotvorjenkami si učenci bogatijo besedni zaklad, slogovno in metajezikovno zmožnost, tudi v angleščini. Učenci se s tem (ne)hoteno približujejo otroški govorici, hkrati pa jim pomeni eksperimentiranje in rojevanje novih besed vir ustvarjalnega jezikovnega užitka, ki ga uporabljajo v svojih krajših izmišljenih besedilih. Zanje je bistvena lastnost zavestno jezikovno ustvarjanje, ki ima določen čustven naboj in ritem ter zato posledično večji vpliv na naslovnika. Primer (medjezikovne) rabe: A POEM (PESEM IZ NOVOTVORJENK) It is raining And I'm dancing Without rainrel a With my friend El a. We love these rouds Who are making us crazy. No normal clouds Just us being lazy. /Osmošolka/ Ključne besede: novotvorjenke, besedotvorje, raba v jeziku 114 NEWLY COINED WORDS IN SLOVENE AND ENGLISH VALENTINA TOMAN ČREMOŽNIK Osnovna šola Šempeter v Savinjski dolini, Slovenia toman.valentina@gmail.com ABSTRACT Students learn about the different ways and processes of forming newly created words of the Slovene literary language, moving them and translating them into English, they use their own meaningfully in their own sentences, in bound and unbound form, and shape them through cross-curricular connections they make on the basis of their content. The students do not know etymology, so they do not initial y break words down and build them up by root morphemes, but on the basis of recognising an identical group of sounds, so they can easily identify the words ‘ ura’ (clock) and ‘kul’ (cool) in the word kultura (culture), the word ‘rak’ (crab) in the word zrak (air); they also translate a word into English, e.g., dež – rain; dežeruta- raindana (rain + bandana), raindrump (rain + drops + bump), rainpert (rain + expert), or form words from the root -LJUB- (-love-) and interpret them, e.g., ljubo miška (‘love mouse’), meaning a mouse that brings you a present when you fal in love; ljubenica (‘lovemelon’), meaning watermelon that makes you fal in love; ljubovina (‘loveland’), meaning the country that is home to love. We want to present the very lively lexical dynamics of stylistic neologisms and neologisms in general in the vocabulary of eighth-grade students, as wel as the formation of short literary texts, while from a word-formation point of view, we would like to show that word formation, in addition to its systemic, integrative, condensing and inclusive role, also plays an important stylistic role in the lexicon of the Slovene language, which is able to draw its renewing and iterative power not only from the adopted, but also from its own formative elements and patterns. The literary or the so-called artistic language does not reflect a verifiable reality in time and space, and is therefore itself unlimited and characterised by "artistry/figurativeness", which includes, among other things, new, unusual or extended (non-)semantic uses of words and phrases. The resulting (invented, coined) formations, the so-called stylistic neologisms from the root of the word family, have a (also recurrent) textual role, challenging already existing (newly) formed patterns, and for most of them the central purpose is wordplay with a dimension of nonsense. Following the example of Slovene word-formation, the learner's col ections of the newly created words and their interpretations are created. With the help of the newly formed words – neologisms, the students enrich their vocabulary, style and metalinguistic ability, in English as wel . In this way, students (un)intentional y move towards a child’s way of speaking, but at the same time, experimenting and generating new words is a source of creative linguistic pleasure for them, which they use in their short fictional texts. For them, the essential characteristic is conscious language creation, which has a certain emotional charge and rhythm and, consequently, a greater impact on the listener/reader. Example of (inter)lingual use: A POEM (A POEM OF NEOLOGISMS) It is raining And I'm dancing Without rainrel a With my friend El a. We love these rouds Who are making us crazy. No normal clouds Just us being lazy. /Eight-grader/ Key words: neologisms, word formation, use in language 115 POUČEVANJE JEZIKOV ZA PREVAJALCE IN TOLMAČE - PRIHODNOST JE VEČJEZIČNA MELITA KOLETNIK1, ENRIQUE CEREZO HERRERO2 & ASTRID SCHMIDHOFER3 1 University of Maribor, Slovenija 2 Universitat de València, Španija 3 Universität Innsbruck, Austria melita.koletnik@um.si, enrique.cerezo@uv.es, astrid.schmidhofer@uibk.ac.at POVZETEK V zadnjem času se je na področju učenja in poučevanja dodatnih jezikov pojavila sprememba v paradigmi pristopa k praksam, ki se uporabljajo v mednarodnih učilnicah, in sicer sprememba odmikanja stran od enojezičnosti v smeri sprejemanja, kar so strokovnjaki poimenovali premik k večjezičnosti/večjezičnostni premik (npr. Conteh in Meier, 2014, May, 2014; Ortega, 2013). Premik k večjezičnosti/večjezičnostni premik zagovarja idejo, da so pri poučevanju dodatnih jezikov pomembni vsi posameznikovi jeziki in da jih je treba uporabiti za podporo razvoju umeščene in kontekstualizirane "sporazumevalne zmožnosti, h kateri prispevajo vsa jezikovna znanja in izkušnje ter v kateri se jeziki med seboj povezujejo in stopajo v interakcijo" (Svet Evrope, 2001). S preusmeritvijo pozornosti na specializirane in kontekstualne potrebe je takšen večjezični pristop še posebej pomemben (če že ne samoumeven) v učenju in poučevanju jezikov za prevajalce in tolmače, saj se prevajalci in tolmači ne le učijo vsaj dveh dodatnih jezikov na univerzi, temveč mnogi svoj jezikovni repertoar širijo vse življenje in svoje jezike hkrati uporabljajo pri številnih poklicnih dejavnostih. Namen te predstavitve je na podlagi analize jezikovnih zahtev študentov prevajalstva in tolmačenja, ki izhaja iz metodologije jezikov stroke in spoznanj iz raziskav o večjezičnosti, raziskati načine, kako lahko večjezične prakse, kot sta posredovanje/mediacija in čezjezikovanje, pripomorejo k razvoju jezikovne kompetence študentov v njihovih maternih in vseh dodatnih jezikih. Ključne besede: čezjezikovanje, posredovanje/mediacija, učenje in poučevanje jezikov za prevajalce in tolmače, poučevanje jezikov, usposabljanje za prevajanje in tolmačenje 116 LANGUAGE TEACHING FOR TRANSLATORS AND INTERPRETERS – THE FUTURE IS MULTILINGUAL MELITA KOLETNIK1, ENRIQUE CEREZO HERRERO2 & ASTRID SCHMIDHOFER3 1 University of Maribor, Slovenia 2 Universitat de València, Spain 3 Universität Innsbruck, Austria melita.koletnik@um.si, enrique.cerezo@uv.es, astrid.schmidhofer@uibk.ac.at ABSTRACT Recently, the areas of additional language learning and teaching (ALT) have experienced a change of paradigm in the approach to practices utilised in international classrooms, i.e., away from monolingualism and towards the acceptance of what has come to be known as the multilingual turn (e.g., Conteh & Meier, 2014, May, 2014; Ortega, 2013). The multilingual turn maintains that in ALT al languages of an individual matter and should be utilised to support the development of a situated and contextualised “communicative competence to which al knowledge and experience of language contributes and in which languages interrelate and interact” (Council of Europe, 2001). By shifting the focus on specialised and contextualised needs, such a multilingual approach is particularly relevant (if not self-evident) for translator- and interpreter-oriented language learning and teaching (TILLT) as translators and interpreters do not only learn at least two additional languages at university, but many keep expanding their language repertoire during their whole life and use their languages simultaneously in many professional activities. Based on an analysis of linguistic demands of translation and interpreting students, which is rooted in the Languages for Specific Purposes (LSP) methodology, and insights from research into multilingualism, this presentation intends to explore ways in which multilingual practices, such as mediation and translanguaging, can help develop their language competence in students’ native and al additional languages. Key words: translanguaging, mediation, TILLT, language teaching, TI training 117 SPOZNAVANJE JEZIKOSLOVNIH ZNAČILNOSTI LATINŠČINE MLADOSTNIKA OBLIKUJE V JEZIKOVNO BOLJ OZAVEŠČENEGA ODRASLEGA ČLOVEKA OLGA OSREDKAR Zavod sv. Stanislava, Škofijska klasična gimnazija, Ljubljana, Slovenija olga.osredkar@stanislav.si POVZETEK V svojem prispevku se bom osredotočila predvsem na jezikoslovne značilnosti, ki jih spoznavamo pri pouku latinščine ter preko njih ozaveščamo podobnosti ali razlike med značilnostmi v slovenskem, pa tudi v modernih tujih jezikih, ki jih dijaki spoznavajo oz. poznajo. Dijaki širijo svoje jezikovno in tudi siceršnje obzorje, postajajo pozorni tudi na podrobnost ter se krepijo v izbiri čim lepšega sloga in slovnično čim bolj pravilnega izražanja. Prav tako pa na splošno postajajo jezikovno spretnejši, kar se kaže tudi pri obvladovanju modernih jezikov in posledično uspehih na jezikovnih tekmovanjih. Izpostavila bom nekaj konkretnih primerov iz svoje prakse. Primerjamo slovnični spol ali število v slovenščini ter drugih dijakom znanih jezikih. Pojasnimo poimenovanje spolov ali števil. Poudarimo rabo dvojine v slovenščini. Primerjamo slovenske slovnične čase z latinskimi in izpostavimo rabo slovenskega predpreteklika. Opozorimo na nepravilno rabo »predprihodnjika« v slovenščini. Pojasnimo poimenovanje latinskih sklonov, ga primerjamo s slovenskim poimenovanjem ter razmišljamo o rabi sklonov v drugih dijakom znanih jezikih. Ob latinskih deklinacijah se pogovarjamo o slovenskih sklanjatvah. Ob besedah »mater« in »filia« opozorimo na pravilno sklanjanje v slovenščini (mati, hči). Spreganje latinskih glagolov primerjamo s spreganjem v francoščini ali italijanščini. Ob zanikanju latinskih povedi opozorimo na pravilno rabo rodilnika v zanikanih slovenskih povedih. Pri spoznavanju supina izpostavimo rabo slovenskega namenilnika in nedoločnika. Latinski gerundij primerjamo s slovenskim glagolnikom ter angleškim »gerund-om«. Naj dodam, da je latinščina jezik, ki povezuje in ne ločuje, je jezik, ki pripada vsakomur v enaki meri in je od vsakogar enako ločen. Ni ne naš, ne vaš, ni od nikogar in je od vseh. Latinščina je »nadjezik« (v dobrem pomenu) sama po sebi. Z velikim žarom bom mladim še naprej posredovala pestrost latinskega jezika, ker verjamem v njegovo dragocenost, v bogastvo rimske kulture, literature, miselnosti … To nas prebuja, nam odpira oči in srce za življenje v nas in okrog nas. Ključne besede: latinščina kot povezovalni jezik, jezikovno ozaveščanje, klasični jeziki 118 LEARNING THE LINGUISTIC FEATURES OF LATIN SHAPES ADOLESCENTS INTO MORE LINGUISTICALLY AWARE ADULTS OLGA OSREDKAR Zavod sv. Stanislava, Škofijska klasična gimnazija, Ljubljana, Slovenia olga.osredkar@stanislav.si ABSTRACT In my presentation, I wil focus mainly on the linguistic features that we learn about in Latin class and through which we become aware of the similarities or differences between the features in Slovene, as wel as in modern foreign languages that the students are learning or are familiar with. Students broaden their linguistic and general horizons, become more attentive to detail and strengthen their ability to choose the best possible style and grammatical y correct expression. They are also becoming more linguistically proficient in general, which is reflected in their mastery of modern languages and consequently their success in language competitions. I wil list some concrete examples from my practice. The grammatical gender or number in Slovene and in other languages known to the students is compared. The naming of genders or numbers is explained. The use of the dual in Slovene is emphasized. Slovene grammatical tenses are compared with the Latin tenses and the use of the Slovene past perfect tense is highlighted. The incorrect use of the Slovene “future perfect tense” is pointed out. The naming of Latin grammatical cases is explained and compared with Slovene names and the use of grammatical cases in other languages known to the students is reflected upon. When covering Latin declensions, Slovenian declensions are discussed as wel . For the words "mater" and "filia", the correct Slovene declensions are pointed out ( mati, hči). The conjugations of Latin verbs are compared to the conjugations in French or Italian. When negating Latin sentences, the correct use of the genitive case in negated Slovene sentences is pointed out. When learning about the supine, the use of the Slovene supine and infinitive is highlighted. The Latin gerund is compared with the Slovene and the English gerunds. Let me add that Latin is a language that unites and does not separate, it is a language that belongs to everyone equally and is equally separate from everyone. It is neither ours nor yours, nobody can lay claim to it yet it belongs to everyone. Latin is a "super-language" (in the best sense of the word) in its own right. I wil continue to communicate the diversity of the Latin language to young people with great passion because I believe in its preciousness, in the richness of the Roman culture, literature, mentality. . It is what awakens us and opens our eyes and our hearts to the life within us and around us. Key words: Latin as a linking language, language awareness, classical languages 119 MEDKULTURNO IN INOVATIVNO VEČJEZIČNO UČENJE SKOZI DRUŽENJE IN SPOZNAVANJE RAZLIČNIH KULTUR KARIN MEZEK Osnovna šola Vide Pregarc, Ljubljana, Slovenija karin.mezek@gmail.com POVZETEK Zgodnje učenje tujih jezikov je zelo razširjeno po svetu. Veliko raziskav kaže, da otroci hitreje usvojijo tuj jezik, če ni poučevan v obliki šolskega predmeta, ampak z različnimi inovativnimi oblikami in metodami. Predstavili bomo mednarodni projekt Say Hello to the World, v katerem so bili vključeni učenci 1. razreda Osnovne šole Vide Pregarc z dodeljeno partnersko šolo. V sklopu projekta se učenci večkrat srečajo z učenci tuje države in njihovim jezikom. Velik poudarek je na spoznavanju različnih jezikov, kultur, tradicij in načina življenja. Učenci si med seboj kažejo in učijo različne igre, plese, pojejo pesmi, predstavijo tradicionalne jedi in drug drugega naučijo enostavnejše fraze v svojem jeziku. S takim pristopom lahko učence motiviramo za učenje in spoznavanje različnih jezikov, kultur in s tem premostitev stereotipov, netoleranco in nesprejemanje tujcev. To so prvi koraki učencev v večjezičnost. Učenje tujega jezika je lahko zelo zahtevno predvsem, če se jeziki med seboj razlikujejo. Učenci so primorani se sporazumevati na različne načine, da spoznajo kulturo drugih. Jezikovno ozaveščanje že v zgodnjem otroštvu, pripomore k lažjem razumevanju in hitrejšemu učenju tujih jezikov. Zdi se mi, da inovativni pristopi, ki se približajo učenčevemu interesu, in informacijska ter komunikacijska tehnologija pripomoreta k lažjemu učenju tujih jezikov. Ključne besede: inovativnost, medkulturnost, večjezičnost, sodelovanje, socializacija 120 INTERCULTURAL AND INNOVATIVE MULTILINGUAL LEARNING THROUGH SOCIALISING AND LEARNING ABOUT DIFFERENT CULTURES KARIN MEZEK Osnovna šola Vide Pregarc, Ljubljana, Slovenia karin.mezek@gmail.com ABSTRACT The method of early teaching of foreign languages is widespread throughout the world. Numerous studies show that children acquire a foreign language faster if it is not taught in the usual way of learning as a school subject, but with various innovative forms and methods. Learning a new language provides an insight into a different culture and way of life. Foreign languages and their cultures are best understood by learning both together to real y understand the mindset behind them. We wil present the international project Say Hel o to the World, which involved students of the 1st grade of Vida Pregarc Elementary School with the assigned partner school. As part of the project, students often meet students from a foreign country and their language. The great emphasis of the project is on getting to know different languages, cultures, traditions and ways of life. Students show and teach each other various games and dances, sing folk songs, present traditional dishes and teach each other simple phrases in their native language. With such an approach, students can be motivated to learn and get to know different languages and cultures and thus overcome stereotypes, intolerance and non-acceptance of foreigners. These are the students' first steps towards multilingualism. Learning a foreign language can be very chal enging if the languages differ one from the other. Students need to communicate in different ways to get to know the culture of others. Language awareness in early childhood already contributes to an easier understanding and faster learning of foreign languages. I think that innovative approaches that are in line with students’ interests and the help of information and communication technology make it easier to learn foreign languages. Key words: innovation, interculturality, multilingualism, cooperation, socialisation 121 POUK KLASIČNIH JEZIKOV – PROSTOR MEDKULTURNEGA OZAVEŠČANJA IN VZGOJE ZA STRPNOST MARIJA NEŽA KARLIN Zavod sv. Stanislava, Škofijska klasična gimnazija, Ljubljana, Slovenija neza.karlin@stanislav.si POVZETEK V svojem prispevku želim predstaviti, kako je pouk klasičnih jezikov lahko idealen prostor za ozaveščanje o kulturni raznolikosti in istočasno povezanosti med vsemi narodi in kulturami, ki so dediči antične grške in rimske civilizacije, naše skupne kulturne zibelke. Antično kulturo in civilizacijo lahko namreč razumemo kot most, preko katerega se predstavniki različnih narodov lažje bližamo drug drugemu, saj nam je antika vsem enako blizu in istočasno enako tuja. Na konkretnih primerih iz šolske prakse bom pokazala, na kakšnih nivojih poteka to ozaveščanje. Izhodišče mojega razmišljanja je spoznanje, da pri vrednotenju tujih kulturnih fenomenov večinoma izhajamo iz samih sebe. Šele ko se zavemo klišejev in prenagljenih sodb, ki jih delamo drug o drugem (jaz bom to predstavila na primeru antike), se lahko začne proces bližanja drug drugemu, proces pristnega zanimanja drug za drugega in učenja drug od drugega. V tem vidim veliko priložnost za vzgojo k strpnosti. Pouk klasičnih jezikov je v tem oziru idealen prostor, saj je naravno usmerjen v spoznavanje in odkrivanje tistega, kar je posameznim evropskim narodom skupno (skupne evropske korenine), ne pa v to, kar jih med seboj ločuje. S tem ne le gradimo narodno in evropsko identiteto, ampak tudi spodbujamo k strpnosti, razumevanju in miru. Ker smo prepričani, da ima pouk klasičnih jezikov v tem smislu velik pomen pri vzgoji mladih in je osnovno poznavanje antične kulture nujno, da bolje razumemo sebe in sprejemamo druge, smo v Zavodu sv. Stanislava v okviru projekta Jeziki štejejo pripravljali gradivo za pouk klasične kulture in civilizacije. Svoj prispevek bom zaključila s kratko predstavitvijo tega gradiva. Ključne besede: klasični jeziki, latinščina, stara grščina, antika, medkulturnost, antična civilizacija 122 CLASSICAL LANGUAGES - A SPACE FOR INTERCULTURAL AWARENESS AND EDUCATION FOR TOLERANCE MARIJA NEŽA KARLIN Zavod sv. Stanislava, Škofijska klasična gimnazija, Ljubljana, Slovenia neza.karlin@stanislav.si ABSTRACT In my presentation, I want to show how the classical languages classroom can be an ideal space to raise awareness of cultural diversity and, at the same time, of the interconnectedness between all the peoples and cultures that are heirs of the ancient Greek and Roman civilisations, our common cultural cradle. Ancient culture and civilisation can be seen as a bridge across which the representatives of different peoples can more easily approach each other, since we are all equally close to antiquity and at the same time equally alien to it. I wil use concrete examples from school practice to show at what levels this awareness-raising takes place. The starting point of my reflection is the realisation that we mostly start from ourselves when evaluating foreign cultural phenomena. Only when we become aware of the clichés and hasty judgements that we make about each other (I wil demonstrate this with the example of antiquity), can the process of getting closer to each other, of taking a genuine interest in each other and learning from each other, begin. I see in this a great opportunity to educate for tolerance. The classical language classroom is an ideal place in this respect, because it is naturally geared towards discovering and exploring what the different European peoples have in common (common European roots), rather than what divides them. This not only builds national and European identity, but also promotes tolerance, understanding and peace. Because we are convinced that classical language teaching is of great importance in the education of young people in this sense, and that a basic knowledge of ancient culture is essential for a better understanding of ourselves and acceptance of others, we at the St. Stanislav’s institution in Ljubljana ( Zavod sv. Stanislava) have been working on the preparation of classical culture and civilisation teaching materials as part of the Languages Matter project. I wil conclude my presentation with a brief presentation of this material. Key words: classical languages, Latin, ancient Greek, antiquity, interculturality, ancient civilisation 123 POUČEVANJE PO PRISTOPU CLIL MAJA FUNA Osnovna šola Draga Bajca Vipava, Slovenija funa.maja@gmail.com POVZETEK Namen prispevka je predstaviti pristop CLIL, ugotoviti poznavanje in uporabo tega pristopa pri učiteljih, ki poučujejo tuje jezike. Pristop CLIL (Content and Language Integrated Learning) vpeljuje nov način poučevanja, tako da se vsebine nekega drugega predmeta ( naravoslovje, matematika) poučujejo v tujem jeziku. Tuji jezik ni več samo predmet obravnave, ampak učno komunikacijsko sredstvo. Začetnik CLIL koncepta je razložil, da pri poučevanju uporabljamo dvoplastni pristop, saj sočasno razvijamo jezikovne kompetence in pridobivanje nejezikovnega znanja. Koncept je odprt, znan po več različnih izvedbenih variacijah (jezikovna kopel, bilingvalni pouk, imerzija ). Pouk na omenjene načine ima kar nekaj prednosti: razvija sodelovalno učenje, ustvarjalnost, kritično mišljenje in bolj poglobljeno učenje. Poseben poudarek je pri razvoju medkulturnosti – večje razumevanje in sprejemanje drugih, lažje in strpnejše obvladovanje raznojezičnih situacij. V prispevku me je zanimalo, ali učitelji tujega jezika uporabljajo pristop CLIL ali ne. Preko intervjujev in krajše spletne ankete sem poizvedela, pri katerih predmetih oziroma vsebinah največkrat uporabljajo tak način poučevanja. Učitelji so presojali, ali je ta metoda bolj učinkovita od ostalih. Učitelji tujega jezika prve triade pogosto uporabljajo tak pristop, in sicer pri vseh vsebinah (spoznavanje okolja, matematika, glasba, likovni pouk, šport), pri predmetnih učiteljih pa je tak pristop manj zastopan, saj mora biti učitelj, ki izvaja pristop po CLIL-u, dobro podkovan na področju jezika in tudi na področju nejezikovnega predmeta, ki ga izvaja, kar za nekatere predstavlja težavo. Na koncu je prikazanih nekaj primerov iz prakse, ki sem jih uporabila sama ali drugi učitelji pri svojem delu. S prikazom predstavitve in primerov želim spodbuditi učitelje k nadaljnjemu izobraževanju in uporabi pozitivnih vidikov pristopa CLIL. Ključne besede: CLIL, poučevanje, jezikovna kopel 124 TEACHING THE CLIL APPROACH MAJA FUNA Osnovna šola Draga Bajca Vipava, Slovenia funa.maja@gmail.com ABSTRACT The aim of this paper is to present the CLIL approach, to find out the knowledge and use of this approach among teachers teaching foreign languages. The CLIL (Content and Language Integrated Learning) approach introduces a new way of teaching, so that the content of another subject (science, mathematics) is taught in a foreign language. A foreign language is no longer just a subject to be studied, but a means of communication for learning. The pioneer of the CLIL concept explained that we use a two-pronged approach to teaching, developing linguistic competence and acquiring non-linguistic knowledge at the same time. The concept is open-ended, known for its many variations (language bath, bilingual instruction, immersion). Teaching in these ways has several advantages: it develops col aborative learning, creativity, critical thinking and more in-depth learning. There is a particular emphasis on developing interculturality – greater understanding and acceptance of others, easier and more tolerant handling of multilingual situations. In this paper, I was interested in whether or not foreign language teachers use the CLIL approach. Through interviews and a short online survey, I found out which subjects or contents use this teaching approach most often. Teachers judged whether this method was more effective than others. While first-grade foreign language teachers often use this approach in all subjects (environmental awareness, mathematics, music, art, sports), subject teachers are less wel represented, as a CLIL teacher needs to be wel versed in the language as wel as in the non-language subject he/she is teaching, which is a problem for some. Finally, some practical examples that I or other teachers have used in their own work are presented. By showing the presentation and the examples, I want to encourage teachers to further their education and to use the positive aspects of the CLIL approach. Key words: CLIL, teaching, language bath 125 KAMIŠIBAJ PRI POUKU ŠPANŠČINE URŠA GOVEKAR Osnovna šola Antona Martina Slomška Vrhnika, Slovenija ursa.govekar@guest.arnes.si POVZETEK Na Osnovni šoli Antona Martina Slomška Vrhnika vsako leto ponudimo izbirni predmet španščina. Poleg vsebin, ki so del učnega načrta, učenci pri tem izbirnem predmetu osvajajo tudi druge veščine. Predmet ima splošnoizobraževalno in vzgojno vlogo. Učenci se med drugim usposabljajo za učinkovito govorno sporazumevanje v najrazličnejših okoliščinah, kar pri pouku dosežemo tudi s pomočjo kamišibaja. Kamišibaj je posebna oblika pripovedovanja zgodb ob slikah. Slike so vložene v lesen oder, imenovan butaj. Pripovedovalec, rečemo mu tudi kamišibajkar, ob pripovedovanju menja slike, ki prikazujejo dogajanje v zgodbi. Kamišibaj danes povezuje ljudi preko pripovedovanja zgodb. Pri španščini se z učenci najprej lotimo scenarija, ki je enostaven in zapisan v besedišču, ki ga v danem trenutku obravnavamo. Tako se v sedmem razredu zgodbe pišejo v sedanjiku, v devetem pa že v preteklikih. Pripravili smo več različnih predstav. Pri obravnavi umetnosti in literature smo tako v sedmem razredu zapisali kratke zgodbe in jih uprizorili. Učenci so v tem primeru uporabili male lutke, in sceno narisano na treh, štirih ali petih risbah. Drugi primer uporabe kamišibaja je bil v šolskem tednu kulture, ko smo z učenci osmega razreda recitirali Prešernovega Povodnega moža v španščini. Učenci so po slikanici v slovenski izdaji narisali različne slike – scene in se ob njih naučili recitirati posamezne kitice. Tretji primer je uprizoritev basni v devetem razredu, ko obravnavamo razliko med obema preteklikoma. Učenci tako v enem opisujejo okoliščine in sceno, z drugim časom pa dogodke oziroma akcijo. Uprizorili so basni o lisjaku in štorklji ter o lisjaku in vranu. Na tak način dela povezujemo slovensko in špansko kulturo v vseh njenih razsežnostih. Učenci krepijo svoje jezikovne kompetence, samozavest, osebnostni razvoj ter lastno kulturno identiteto. Ključne besede: španščina, kamišibaj, govor, ustvarjanje 126 KAMISHIBAI IN SPANISH LESSONS URŠA GOVEKAR Osnovna šola Antona Martina Slomška Vrhnika, Slovenia ursa.govekar@guest.arnes.si ABSTRACT Every year, the Primary School Antona Martina Slomška Vrhnika offers an elective Spanish course. In addition to the content that is part of the curriculum, pupils also learn other skil s in this elective subject. The subject has a general educational role. Among other things, it trains pupils to communicate effectively in a variety of speaking contexts, which is also achieved in the classroom through the use of kamishibai. Kamishibai is a special form of storytel ing accompanied by pictures. The pictures are placed in a wooden stage cal ed a butai. The storytel er changes the pictures that depict the action in the story as he or she tel s the story. Kamishibai today connects people through storytel ing. In Spanish, we first work with the students on a scenario that is simple and written with vocabulary we are working on at the moment. Thus, in Grade 7, stories are written in the present tense and in Grade 9 in the past tense. We have prepared several different performances. In Art and Literature, we wrote short stories and performed them in Grade 7. In this case, the pupils used smal puppets, and the scene was drawn on three, four or five drawings. Another example of the use of kamishibai was during the school’s culture week, when we recited Prešeren’s The Water Man in Spanish with Grade 8 students. The pupils drew different pictures - scenes - from the Slovenian edition of the picture book and learnt to recite the individual stanzas alongside them. The third example is a performance of a fable in Grade 9, when we look at the difference between the two past tenses. The pupils describe the circumstances and the scene in one tense, and the events or action in the other tense. They performed the fable about the fox and the stork and the fox and the crow. In this way, we work to connect Slovenian and Spanish culture in al its dimensions. The pupils strengthen their linguistic competences, self-confidence, personal development and their own cultural identity. Key words: Spanish, kamishibai, speech, creativity 127 ČEZJEZIKOVANJE V UČILNICAH EMI: RAZISKOVANJE PRAKS UČITELJEV, KI IZOBRAŽUJEJO UČITELJE, V TURŠKEM VISOKOŠOLSKEM OKOLJU SERDAR TEKIN Univerza Nevsehir Hacı Bektaş Veli, Turčija srdrtkn@gmail.com ABSTRACT Potem ko se je enojezično poučevanje jezikov postavilo pod vprašaj, pa je v zadnjem času v porastu translanguaging. Razprave o tem, ali naj se uporabljajo prevajalske prakse ali le namenski jezik (L2), so sprožile tudi številne študije, ki se osredotočajo na različne vidike, vključno s prepričanji in stališči študentov in učiteljev, kateri jezik se uporablja in koliko, razlogi in funkcijami jezika, ki se uporablja pri pouku (Tekin in Garton, 2020). Namen te študije je raziskati prevajalske prakse predavateljev (učiteljev izobraževalcev), ki delajo na oddelku ELT na državni univerzi v Turčiji. Na podlagi podatkov iz polstrukturiranih intervjujev študija raziskuje, kako in kdaj uporabljajo prevajanje ter kakšni so njihovi motivi za izbiro jezika. Rezultati razkrivajo, da udeleženci kljub politiki izključne uporabe angleščine na oddelku izmenično uporabljajo turščino (prvi jezik) in angleščino, pri čemer imajo več motivov za uporabo prevajanja, vključno s ciljem pouka, stopnjo učencev in lastnimi prepričanji glede rabe jezika. Ta študija lahko zagotovi praktične posledice za učitelje, ki izobražujejo učitelje na podobnih področjih v okviru EMI, v smislu razvoja sistematičnih in kontekstualiziranih pedagoških strategij prevajanja. Ključne besede: translanguaging, izobraževanje učiteljev, angleščina kot sredstvo poučevanja 128 TRANSLANGUAGING IN EMI CLASSROOMS: EXPLORING TEACHER EDUCATORS’ PRACTICES IN TURKISH HIGHER EDUCATION CONTEXT SERDAR TEKIN Nevsehir Hacı Bektaş Veli University, Turkey srdrtkn@gmail.com ABSTRACT Translanguaging has been on the rise recently following the questioning of monolingual language teaching. The debates whether to use translingual practices or only intended language (L2) have also triggered many studies focusing on various aspects including students’ and teachers’ beliefs and attitudes, what language is used and how much, the reasons and the functions of the language used in the class (Tekin & Garton, 2020). This study aims to investigate translingual practices of lecturers (teacher educators) working in ELT department at a state university in Turkey. Drawing on semi-structured interview data, it explores how and when they use translanguaging as wel as their motivations behind language choice. The results reveal that despite the English-only policy at the department, both Turkish (first language) and English are used interchangeably by the participants who have several motivations to use translanguaging including focus of the class, learners’ level, and their own beliefs regarding language use. This study has the potential to provide practical implications for teacher educators in similar disciplines in EMI context in terms of developing a systematic and contextualized translanguaging pedagogical strategies. Key words: translanguaging, teacher education, English as a medium of instruction 129 ZABAVNO IN IGRIVO POUČEVANJE TUJEGA JEZIKA NEŽA KERN Osnovna šola Šenčur, Slovenija neza.kern@os-sencur.si POVZETEK Sodobni pristopi poučevanja tujih jezikov v ospredje postavljajo učenca in njegovo aktivno vlogo pri učenju in usvajanju novih znanj. Marsikateri učitelj je zato postavljen pred vprašanje, kako pouk tujega jezika zasnovati tako, da bo ta za učence privlačen, zanimiv, sproščen in učinkovit. Pri poučevanju na razredni stopnji je poleg zagotavljanja aktivne vloge učencev smiselno upoštevati tudi njihovo potrebo po igri, gibanju in raziskovanju. To lahko dosežemo z vpeljavo različnih učnih metod in dejavnosti, ki jih predstavljamo v prispevku. Najprej bomo spregovorili o pomembnosti učne rutine, glasbe in gibalnih iger ter predstavili dejavnosti, s katerimi učenci pridobivajo na samozavestnem izražanju v tujem jeziku. Pokazali bomo, kako v pouk tujega jezika vpeljemo elemente formativnega spremljanja in na kakšne načine pri učencih razvijamo objektivnost, samokritičnost in pozitivno tekmovalnost. Dotaknili se bomo tudi različnih načinov preverjanja in ocenjevanja znanja, katerih skupni imenovalec je ta, da ga učenci dojemajo kot igro in izziv. Največ pozornosti bomo namenili preverjanju znanja z uporabo spletnega kviza Plickers. Gre za spletni kviz, pri katerem učenci ne potrebujejo elektronskih naprav, temveč zgolj papirnate kode. Ena izmed njegovih prednosti je tudi ta, da učitelju omogoča takojšen vpogled v odgovore učencev, povratno informacijo o ustreznosti njihovega odgovora pa anonimno prejmejo tudi učenci. Predstavljene dejavnosti so bile med učenci dobro sprejete, hkrati pa so prinesle spodbudne učne dosežke in velik napredek v znanju učencev. Trudili se bomo, da s svojo pozitivno naravnanostjo in inovativnimi učnimi metodami pri učencih še naprej prebujamo in ohranjamo ljubezen do tujega jezika. Ključne besede: inovativne učne metode, preverjanje in ocenjevanje znanja, formativno spremljanje, spletni kviz Plickers, uporaba IKT pri pouku tujega jezika 130 FUN AND PLAYFUL FOREIGN LANGUAGE TEACHING NEŽA KERN Osnovna šola Šenčur, Slovenia neza.kern@os-sencur.si ABSTRACT Modern approaches to foreign language teaching put the learner and his/her active role in learning and acquiring new skil s at the forefront. Many teachers are therefore faced with the question of how to design foreign language lessons in a way that is engaging, interesting, relaxed and effective for the learners. In addition to ensuring that pupils play an active role, it is useful to take into account their need for play, movement and exploration when teaching at classroom level. This can be achieved by introducing a variety of teaching methods and activities, which are presented in this paper. First, we wil discuss the importance of routines, music and movement games, and present activities that help learners gain confidence in expressing themselves in a foreign language. We wil show how to introduce elements of formative monitoring in foreign language lessons and how to develop students’ objectivity, self-criticism and positive competition. We will also try different ways of testing and assessing knowledge, the common denominator of which is that students perceive it as a game and a challenge. We wil focus on the assessment of knowledge using the online quiz Plickers. This is an online quiz that does not require students to use electronic devices, but only paper codes. One of its advantages is that it gives the teacher an instant overview of the students’ answers and the students receive anonymous feedback on the relevance of their answers. The activities presented were wel received by the pupils and resulted in encouraging learning outcomes and a significant improvement in pupils’ knowledge. We wil do our best to continue to awaken and maintain a love for foreign languages in our pupils through our positive attitude and innovative teaching methods. Key words: innovative teaching methods, assessment and evaluation, formative monitoring, Plickers online quiz, use of ICT in foreign language teaching 131 PREVAJANJE V ŠOLI V VEČJEZIČNEM KONTEKSTU ANNAMÁRIA KACSUR University of Pannonia, Ukrajina kacsuranni@gmail.com POVZETEK V najzahodnejši ukrajinski županiji, v Zakarpatiji, je v šolah z madžarskim učnim jezikom vse pogosteje prisotno, da jih obiskujejo otroci z ukrajinskim in madžarskim maternim jezikom. Zaradi tega se pri učencih v razredu in zunaj njega vse pogosteje pojavlja večjezičnost. Zato pričujoča študija obravnava nastalo čezjezikovanje, tako znotraj istega stavka kot v daljšem delu dialoga. Praktična izvedba raziskave je potekala v spletni obliki spomladi leta 2022. V raziskavi je sodelovalo dvajset učencev desetega razreda, starih 14 in 15 let. Vsi so septembra 2021 začeli obiskovati isto poklicno šolo. Njihova jezikovna raba je bila ocenjena z vprašalnikom, ki je vseboval vprašanja z več možnimi odgovori in vprašanja odprtega tipa o tem, katere dele govora uporabljajo pri prevajanju in zakaj. Pri analizi odgovorov na vprašanja so se pokazali zanimivi in za učitelje dragoceni rezultati. V večini primerov, ki so bili navedeni kot odgovori, je šlo za znotrajbesedilno prevajanje in ne za medbesedilno. Poleg tega je razvidno, da lahko učenci zaznajo in določijo, kateri deli govora so izbrani za intrasentenčno čezjezikovanje. Iz odgovorov je razvidno, da materni govorci ukrajinščine preklapljajo jezik za pridevnike in prislove. Zato bi bilo treba v prihodnje več poudarka nameniti poučevanju madžarskih ustreznic omenjenih delov govora. Poleg tega materni madžarski govorci uporabljajo tudi ukrajinske polnilne besede, ki so bile naštete. Tematiko nameravamo dodatno raziskati in takoj, ko bodo okoliščine dopuščale, bomo raziskavo razširili z uporabo intervjujev. Ključne besede: čezjezikovanje, Zakarpatija, deli govora, večjezični kontekst 132 TRANSLANGUAGING IN SCHOOL IN A MULTILINGUAL CONTEXT ANNAMÁRIA KACSUR University of Pannonia, Ukraine kacsuranni@gmail.com ABSTRACT In the westernmost county of Ukraine, in Transcarpathia, it is becoming increasingly common for schools with Hungarian language of instruction to have children of both Ukrainian and Hungarian mother tongue. It has led to an increasing incidence of translingualism on the part of pupils both in and outside of the classroom. Therefore, the present study looks at the resultant translanguaging, both within the same sentence and across a longer stretch of dialogue. The practical implementation of the research took place in online form in spring 2022. The subjects of the research were twenty students from grade 10 aged 14 and 15. Al of them started the same vocational school in September 2021. Their language use was assessed using a questionnaire containing multiple-choice and open-ended questions about what parts of speech they apply when translanguaging and why. When analysing the answers to the questions, interesting and valuable results for teachers emerged. In most of the example sentences given as answers, intrasentential translanguaging took place and not intersentential. In addition, it can be seen that learners can perceive and identify which parts of speech are selected for intrasentential translanguaging. The answers show that native Ukrainian speakers switch language for adjectives and adverbs. So, in the future, more emphasis should be placed on teaching the Hungarian equivalents of the above-mentioned parts of speech. In addition, native Hungarian speakers also use Ukrainian fil er words, which have been listed. It is intended to further investigate the topic and as soon as circumstances al ow, the research wil be extended applying interviews. Key words: translanguaging, transcarpathia, parts of speech, multilingual context 133 PRIPRAVA UČBENIKOV S TILKO V SVET JEZIKOV – OSNOVNOŠOLSKI SNOPIČI ZA SLOVENŠČINO TILKA JAMNIK Slovenska sekcija IBBY, mednarodne zveze za mladinsko književnost, Slovenija tilka.jamnik@gmail.com POVZETEK V prispevku bodo predstavljeni učbeniški snopiči za osnovno šolo, po triletjih in zelo konkretno, da bo videti, kako smo pri izboru besedil skušali upoštevati novejše usmeritve, ki izpostavljajo pomen sočasnega poučevanja jezika, književnosti, kulture in mdr. tudi nenasilne komunikacije. Omenili bomo vseh 15 besedil (umetnostnih in neumetnostnih), predstavili nekaj jezikovno-slogovnih primerov in nekaj možnih pristopov k temi, njenemu poglabljanju in aplikaciji. Ena učna enota bo predstavljena podrobneje, da bo videti, kaj vse vsebuje, k čemu spodbuja in kako razpira možnosti za ustvarjalno delo v različnih oblikah, tako učiteljem pri poučevanju kot učencem pri učenju. Ključne besede: didaktika jezika in književnosti, medkulturna vzgoja, osnovna šola, jezik in književnost, nenasilna komunikacija, učni model TILKA 134 PREPARATION OF TEXTBOOKS WITH TILKA INTO THE WORLD OF LANGUAGES – TEXTBOOK MATERIALS FOR SLOVENIAN PRIMARY SCHOOLS TILKA JAMNIK Slovenska sekcija IBBY, mednarodne zveze za mladinsko književnost, Slovenia tilka.jamnik@gmail.com ABSTRACT The paper wil present the textbook materials for primary school, in three-year sections and in a very concrete way, in order to see how we have tried to take into account recent trends in the selection of texts, which emphasise the importance of teaching language, literature, culture and non-violent communication, among other things, at the same time. We wil mention al 15 texts (fiction and non-fiction), present some language-style examples and some possible approaches to the theme, its deepening and application. One teaching unit wil be presented in more detail to see what it al contains, what it encourages and how it opens up possibilities for creative work in different forms, both for teachers to teach and for pupils to learn. Key words: didactics of language and literature, intercultural education, primary school, language and literature, non-violent communication, TILKA learning model 135 S TILKO V SVET SLOVENŠČINE – PREDSTAVITEV UČBENIŠKIH GRADIV PO MODELU TILKA ZA SLOVENŠČINO V SREDNJI ŠOLI DIANA KOŠIR Znanstveno-raziskovalno središče Koper, Slovenija diana.kosir@zrs-kp.si POVZETEK Predstavljeno bo izbrano gradivo iz učbeniškega snopiča za slovenščino, ki smo ga pripravile štiri avtorice v želji, da bi se k vsebinam iz učnega načrta pristopalo tudi s komunikacijskega in (med)kulturnega vidika. Jezikovne in književne vsebine smo oblikovale po didaktičnem modelu TILKA (Mikolič 2015) za medkulturno poučevanje in učenje jezika. Za literarno obravnavo smo izbrale besedila domačih in tujih kanonskih avtorjev (od Cankarja do Becketta). Izhodišče obravnave po modelu je avtentično umetnostno ali neumetnostno (publicistično, praktičnosporazumevalno idr.) besedilo, h kateremu pristopimo v štirih korakih. Različne interaktivno zasnovane aktivnosti dijake vodijo h globljemu spoznavanju lastne in/ali druge kulture, usmerjajo jih k opazovanju različnih plati jezika in njegovih izraznih možnosti ter komunikacijskih vzorcev z namenom razvijanja medkulturne sporazumevalne zmožnosti in nenasilne komunikacije. Z inovativnimi pristopi h klasičnim besedilom in vpeljevanjem sorodnih sodobnih del, ki so mladim problemsko in jezikovnozvrstno blizu, se lahko krepi bralna zmožnost in razvija bralna kultura. Namen sočasnega poučevanja jezika in književnosti ob zavedanju širšega kulturnega konteksta pa je k jezikovnemu pouku pristopiti celovito in zaokroženo. Zakaj ne bi na primer ob pesmi ali proznem odlomku utrjevali še pravil slovnice, ob dramskem besedilu pa odkrivali načela uspešne komunikacije? Interaktivno in raziskovalno obarvane naloge spodbujajo dijake k aktivnemu sodelovanju v učnem procesu s ciljem, da bi usvojeno znanje in jezikovne veščine osmislili in prenesli v konkretno življenjsko situacijo. Ključne besede: didaktika jezika in književnosti, didaktični model TILKA, kanonski avtorji, medkulturnost, nenasilna komunikacija, medkulturna sporazumevalna zmožnost 136 WITH TILKA INTO THE WORLD OF SLOVENE - PRESENTATION OF TEXTBOOK MATERIALS BASED ON THE TILKA MODEL FOR SLOVENE IN SECONDARY SCHOOL DIANA KOŠIR Znanstveno-raziskovalno središče Koper, Slovenija diana.kosir@zrs-kp.si ABSTRACT The presentation wil include a selection of materials from the Slovenian textbook materials prepared by four authors in an effort to approach the curriculum content from a communicative and (inter)cultural perspective. The linguistic and literary content was designed according to the TILKA didactic model (Mikolič 2015) for intercultural language teaching and learning. The starting point for the literary treatment is an authentic artistic or non-artistic (journalistic, practical etc.) text, which is approached in four steps. The various interactive activities lead students to a deeper knowledge of their own and/or another culture, guiding them to observe the different facets of language and its expressive possibilities and communicative patterns, with the aim of developing intercultural communicative competence and non-violent communication. Innovative approaches to classical texts and the introduction of related contemporary works that are close to young people in terms of issues and language can strengthen reading skil s and develop a culture of reading. The aim of teaching language and literature simultaneously, while being aware of the wider cultural context, is to approach language teaching in a holistic and rounded way. Why not, for example, reinforce the rules of grammar with a poem or a prose passage, and discover the principles of successful communication with a dramatic text? Interactive and exploratory tasks encourage students to actively participate in the learning process, with the aim of making the knowledge and language skil s they have acquired meaningful and transferable to a real-life situation. Key words: didactics of language and literature, TILKA didactic model, canonical authors, interculturality, non-violent communication, intercultural communicative competence 137 RAZVIJANJE GLOBALNE KOMPETENCE S POMOČJO GRAFIČNIH ROMANOV PRI POUKU TUJEGA JEZIKA V OSNOVNI ŠOLI VERA SAVIĆ Faculty of Education in Jagodina, University of Kragujevac, Srbija verasavic035@gmail.com POVZETEK Namen predstavitve je raziskati možnosti uporabe grafičnih romanov pri pouku tujega jezika za razvijanje globalne kompetence učencev višjih razredov osnovne šole v Srbiji (5.-8. razred, starost 11-15 let). Pet grafičnih romanov, ki obravnavajo (ne)strpnost do različnosti in so bili nedavno objavljeni v Združenih državah Amerike, je bilo izbranih za usposabljanje 16 učiteljev angleščine v praksi ter za skupno oblikovanje učnih gradiv in dejavnosti, primernih jezikovnim sposobnostim, interesom in potrebam učencev. Inovativni pristop se je izvajal v osnovnih šolah po vsej državi. V dvomesečni učni program, ki je sledil fazi usposabljanja učiteljev, je bilo vključenih 120 učencev (povprečna starost 13,28 let, SD=1,47; 59,2 % je bilo deklet). Učenčeva globalna kompetenca (GK) je bila pred programom in po njem merjena z istim instrumentom - vprašalnikom PISA o globalnem državljanstvu, ki je vključeval štiri področja učenja in petstopenjsko lestvico. Kvantitativni rezultati so pokazali velik splošni vpliv programa na GK učencev, saj so bile razlike v odgovorih pred in po programu na treh področjih (Zavedanje o medkulturni komunikaciji, Zanimanje za spoznavanje drugih kultur in Sprejemanje perspektiv) nad 0,10, medtem ko so se že tako visoki rezultati na področju Spoštovanje ljudi iz drugih kulturnih okolij spremenili minimalno. Splošni rezultati kažejo na možnost razvijanja GK učencev osnovnošolskega izobraževanja z uporabo inovativnega pristopa, ki se osredotoča na branje grafičnih romanov in razvijanje zgodb o strpnosti in vključevanju. Ključne besede: medkulturna občutljivost, perspektive učencev, globalna kompetenca, grafični romani 138 DEVELOPING GLOBAL COMPETENCE THROUGH GRAPHIC NOVELS IN THE PRIMARY FOREIGN LANGUAGE CLASSROOM VERA SAVIĆ Faculty of Education in Jagodina, University of Kragujevac, Serbia verasavic035@gmail.com ABSTRACT The presentation aims to explore the potential of applying graphic novels in the foreign language classroom for developing global competence (GC) of upper primary learners in Serbian state schools (grades 5-8, age 11-15). Five graphic novels dealing with (in)tolerance to diversity, recently published in the United States, were selected for training 16 practising English language teachers and for col aborative design of teaching materials and activities appropriate to the learners’ language abilities, interests and needs. The innovative approach was implemented in primary schools throughout the country, involving 120 learners (mean age 13.28, SD=1.47; 59.2 % were girls) in a two-month teaching programme that followed the teacher training stage of the programme. The learners’ GC was measured before and after the programme using the same instrument - PISA Global Citizenship Questionnaire, which included four areas of study and a 5-point scale. The quantitative results indicated a great overal impact of the programme on the learners’ GC, as the differences in responses before and after the programme in three areas (Awareness of intercultural communication, Interest in learning about other cultures, and Perspective-taking) were above 0.10, while already high scores in the area Respect for people from other cultural backgrounds changed minimal y. The overal results point to the potential of developing primary FL learners’ GC by applying an innovative approach that focuses on reading graphic novels and developing stories of tolerance and inclusion. Key words: intercultural sensitivity, learners’ perspectives, global competence, graphic novels 139 VEČJEZIČNO POUČEVANJE PREKO PLESOV PETIH DRŽAV ŽE V VRTCU SABINA PUŠNIK Osnovna šola Dobje, Enota vrtec Dobje, Slovenija sabina.pusnik@osdobje.si POVZETEK V osnovni šoli Dobje in Enoti vrtec Dobje spodbujamo večjezično poučevanje preko Erasmus+ projektov. V prispevku bom opisala, kako smo z otroki v vrtcu spoznavali različne kulture, jezike in plese preko projekta Erasmus+ Discovered and shared – odkrivanje in deljenje različne kulture. Za vse vzgojitelje, ki smo sodelovali, je delo na projektu predstavljalo velik izziv, saj smo morali v kulturno monotonem okolju proučiti pet različnih tradicionalnih plesov in jezikov, in sicer francoščino, estonščino, turščino, poljščino in grščino. Vzgojitelji smo za slovenski ljudski ples izbrali Abraham ma’ sedem sinov. V homogenem oddelku drugega starostnega obdobja sem otroke najprej naučila naš ljudski ples, ki smo ga posneli in posnetek delili z ostalimi vzgojnoizobraževalnimi ustanovami projekta. Delo v oddelku sem nadaljevala tako, da sem s predvajanjem glasbe, ki so podlaga za omenjene plese, želela pri otrocih sprva spodbuditi slušno zaznavanje in ozaveščanje o obstoju drugih jezikov. Otroke sem postopoma seznanjala z omenjenimi jeziki in njihovimi plesi. Seveda smo vsebino besedila pesmi predstavili tudi v otrokom razumljivem jeziku – slovenskem jeziku. Ugotovila sem, da so bile otrokom plesne zgodbe zelo zanimive. Besedilo pesmi in ritem smo nato postopoma povezovali s plesnimi gibi. Otroci so skozi vso leto hitro osvajali posamezne plesne gibe, melodijo in spontano tudi besedilo, ob koncu leta pa so besedila pesmi pričeli povsem svobodno in ne načrtno tudi prepevati. Ugotovila sem, da je velikega pomena to, da damo otrokom v zgodnjem otroštvu priložnost, da zaznavajo tuje jezike in se postopoma seznanjajo s širšo kulturo. Pri tem je predvsem pomembno, da predšolski otroci razvijajo večjezične zmožnosti na preprost, ustvarjalen in igriv način. Ključne besede: ozaveščanje o obstoju tujih jezikov, Erasmus+ projekt, zaznavanje tujega jezika 140 MULTILINGUAL TEACHING THROUGH DANCES FROM FIVE COUNTRIES ALREADY IN KINDERGARTEN SABINA PUŠNIK Osnovna šola Dobje, Enota vrtec Dobje, Slovenia sabina.pusnik@osdobje.si ABSTRACT In Primary School and Kindergarten Dobje we promote multilingual teaching through Erasmus+ projects. In this paper I wil describe how we have been learning about different cultures, languages and dances with the children in the kindergarten through the Erasmus+ project Discovered and shared - discovering and sharing different cultures. For all the teachers involved, the project was very challenging, as we had to study five different traditional dances and languages in a cultural y monotonous environment: French, Estonian, Turkish, Polish and Greek. For the Slovenian folk dance, we chose Abraham ma' sedem sinov ( Ambraham’s seven sons). In a homogeneous section of the second age group, I first taught the children our folk dance, which we recorded and shared with the other educational institutions of the project. I continued my work in the section by playing the music underlying these dances, initial y to stimulate the children’s auditory perception and awareness of the existence of other languages. I gradual y introduced the children to these languages and their dances. Of course, we also presented the content of the song lyrics in a language that the children could understand - Slovenian. I saw that the children found the dance stories very interesting. We then gradual y linked the song lyrics and rhythm to the dance movements. Throughout the year, the children quickly picked up the individual dance moves, the melody and spontaneously the lyrics, and by the end of the year they were singing the lyrics freely and not deliberately. I have found that it is of great importance to give children the opportunity at an early age to perceive foreign languages and gradual y to become familiar with the wider culture. It is particularly important for pre-school children to develop their multilingual abilities in a simple, creative and playful way. Key words: raising awareness of the existence of foreign languages, Erasmus+ project, foreign language perception 141 DO KOD SEŽEJO RAZNOJEZIČNE PRAKSE? ANDREJA RETELJ & NATAŠA PIRIH SVETINA Univerza v Ljubljani, Filozofska fakulteta, Slovenija andreja.retelj@ff.uni-lj.si, n.pirih@ff.uni-lj.si POVZETEK Namen prispevka je predstaviti primere praktičnih dejavnosti, ki so jih v času trajanja projekta JeŠT (Jeziki štejejo) prispevali v projektu sodelujoči učitelji z vidika vključevanja različnih jezikov, njihovega števila, raznolikosti, pa tudi različnih vlog, ki so jih v posameznih dejavnostih imeli ti jeziki. Posebna pozornost bo pri analizi namenjena: 1. uporabi slovenščine kot večinoma prvega in učnega jezika v našem izobraževalnem sistemu, 2. prvim jezikom priseljencev, ki v našem izobraževalnem sistemu sicer nimajo sistemsko določenega mesta in statusa, 3. v izobraževalnem sistemu ali tudi sicer v naši družbi manj razširjenim jezikom. Prva hipoteza je, da se raba več različnih jezikov pri pouku v šolski praksi pojavlja izjemoma oz. da je rezervirana bolj za posebne priložnosti – npr. za obeleževanje EDJ ali prav z namenom sodelovanja v projektu. Druga hipoteza je, da npr. pri pouku tujih jezikov učitelji niti ne zaznajo vzporedne rabe vsaj dveh jezikov, pri čemer je drugi jezik največkrat slovenščina v vlogi npr. jezika razlage, dajanja vsebinskih in organizacijskih navodil ipd. Tretja hipoteza je, da so jeziki priseljencev le redko vključeni v raznojezične dejavnosti, četrta pa, da igrajo manj razširjeni jeziki v vseh predstavljenih dejavnostih zgolj zelo stranske vloge. Prevladujoča jezika v predstavljenih dejavnostih ostajata angleščina in nemščina, za kar obstaja več razlogov – eden med njimi je tudi jezikovna usmeritev učiteljev, vključenih v projekt. S prispevkom želimo po eni strani poudariti vlogo slovenščine kot prvega jezika večine učencev in hkrati učnega jezika, ki s svojimi različnimi variantami vedno lahko odigra vlogo drugega, tretjega ali x jezika v različnih dejavnostih, enake vloge pa bi lahko vsaj deloma prevzeli tudi prvi jeziki priseljencev ali v izobraževalnem sistemu sicer manj prisotni jeziki. Ključne besede: raznojezična praksa, vloge različnih jezikov, učni jezik, jeziki priseljencev, manj razširjeni jeziki 142 HOW FAR DO MULTILINGUAL PRACTICES GO? ANDREJA RETELJ & NATAŠA PIRIH SVETINA Univerza v Ljubljani, Filozofska fakulteta, Slovenia andreja.retelj@ff.uni-lj.si, n.pirih@ff.uni-lj.si ABSTRACT The aim of this paper is to present examples of practical activities contributed by the participating teachers during the lifetime of the Languages Matter project in terms of the inclusion of different languages, their number, their diversity, as well as the different roles played by these languages in the different activities. The analysis wil pay particular attention to: 1. the use of Slovene as mostly first language and language of instruction in our education system, 2. the first languages of immigrants, which do not have a systemical y defined place and status in our education system, 3. languages that are less widely used in the education system or otherwise in our society. The first hypothesis is that the use of several different languages in the classroom is exceptional or reserved for special occasions - e.g., to celebrate the European Day of Languages or for the very purpose of participating in the project. The second hypothesis is that, e.g., in foreign language classes, teachers do not even perceive the paral el use of at least two languages, with the second language most often being Slovene, e.g., as a language of explanation, for giving contextual and organisational instructions, etc. The third hypothesis is that immigrant languages are rarely involved in multilingual activities, and the fourth hypothesis is that less widely spoken languages play only very minor roles in al the activities presented. English and German remain the dominant languages in the activities presented, for several reasons - one of which is the linguistic orientation of the teachers involved in the project. On the one hand, the paper aims to emphasise the role of Slovene as the first language of the majority of pupils and also as the language of instruction, which, with its different variants, can always play the role of a second, third or x-language in various activities, while the same role could also be at least partially assumed by the first languages of immigrants or by languages that are otherwise less present in the education system. The paper also aims to highlight the role of English as the first language of the majority of pupils and as the language of instruction. Key words: multilingual practice, roles of different languages, language of instruction, immigrant languages, less widely spoken languages 143 JEZIKI PRIJATELJSTEV UČENCEV, KI GOVORIJO VEČ JEZIKOV: PREPLETANJE JEZIKOVNIH POGAJANJ IN STRUKTUR MOČI RENATA EMILSSON PESKOVA University of Iceland, Islandija renata@hi.is POVZETEK Islandske šole odražajo vse bolj običajno večjezičnost družbe, v kateri priseljenske skupnosti govorijo več kot sto jezikov. Ta raziskava temelji na kvalitativni študiji več primerov, ki je raziskovala medsebojno vplivanje jezikovnih repertoarjev večjezičnih učencev in njihovih šolskih izkušenj. Pričujoči članek preučuje večjezične identitete in pogajanja o moči večjezičnih učencev skozi prizmo prijateljskih jezikov. Večjezični učenci imajo različne motivacije za učenje in uporabo svojih jezikov dediščine, šolskega jezika islandščine, angleščine in drugih jezikov v svojih jezikovnih repertoarjih. Na njihovo jezikovno rabo vplivajo njihove družine, šole z jezikom dediščine in obvezne šole. Jeziki prijateljstva so tu v središču pozornosti, saj so razmerja moči med prijatelji uravnotežena, zato so jeziki, ki se uporabljajo med prijatelji, stvar izbire in pogajanj. Teoretične podlage so iskane na področju jezikovne identitete, kritične večkulturne vzgoje in večjezičnosti. Predstavljenih je pet primerov uspešnih raznojezičnih učencev na srednji stopnji obveznega šolanja, ki ob koncih tedna obiskujejo jezikovne šole kulturne dediščine v skupnosti in katerih starši priseljenci vodijo močno družinsko jezikovno politiko. V okviru metodologije so učenci narisali jezikovne portrete, ki so bili analizirani s kategorijami jezikovnega znanja, pripadnosti in dedovanja. Učenci so se o svojih jezikovnih identitetah pogajali z družinami, prijatelji in učitelji ter poročali o svojih močnih večjezičnih identitetah in pozitivnih šolskih izkušnjah. Ta študija kaže, da so večjezični učenci ohranjali prijateljstva v svojih najmočnejših jezikih in obratno, prijateljstva so krepila motivacijo za ohranjanje in učenje jezika. Strukture moči, ki so obstajale v šolah, do neke mere vplivajo na rabo jezikov učencev. Ključne besede: plurilingvalna identiteta, jezikovna pogajanja, prijateljstva. 144 LANGUAGES OF FRIENDSHIPS OF PLURILINGUAL STUDENTS: THE INTERSECTION OF LANGUAGE NEGOTIATIONS AND POWER STRUCTURES RENATA EMILSSON PESKOVA University of Iceland, Iceland renata@hi.is ABSTRACT Icelandic schools reflect the increasingly normal multilingualism in the society where over one hundred languages are spoken by immigrant communities. This research is based in a qualitative multiple-case study that explored the interplay of plurilingual students’ linguistic repertoires and their school experience. The current paper examines plurilingual students’ plurilingual identities and power negotiations through the lens of the languages of friendships. Plurilingual students have different motivations to learn and use their heritage languages, school language Icelandic, English and other languages in their linguistic repertoires. Their language use is influenced by their families, heritage language schools and compulsory schools. Languages of friendships are in focus here because power relationships among friends are balanced, and thus, the languages used among friends are a matter of choice and negotiation. Theoretical underpinnings are sought in the field of linguistic identity, critical multicultural education, and plurilingualism. Presented are five cases of successful plurilingual students on mid-level of compulsory schools who attend community heritage language schools on weekends and whose immigrant parents pursue strong family language policies. As a part of the methodology, students drew linguistic portraits that were analyzed with the categories of linguistic expertise, affiliation, and inheritance. The students negotiated their linguistic identities with their families, friends, and educators, and they reported on their strong plurilingual identities and positive school experience. This study shows that plurilingual students maintained friendships in their strongest languages, and vice versa, friendships strengthened the motivation to maintain and learn the language. Power structures that were in place in schools, influence students’ language use to some extent. Key words: plurilingual identity, language negotiation, friendships 145 USVAJANJE JEZIKA OKOLJA V DVOJEZIČNEM VRTCU S POMOČJO LUTKE PETRA GAL, SABINA HORVAT & TINA HOZJAN Vrtec Lendava - Lendvai Óvoda, Slovenija petra.gal@guest.arnes.si, sabina.horvat@guest.arnes.si, tina.hozjan@guest.arnes.si POVZETEK V Sloveniji se na narodnostno mešanem območju vzgojno-izobraževalni proces na vseh ravneh izobraževanja izvaja dvojezično. Vrtec Lendava – Lendvai Óvoda je dvojezični vrtec, kjer se otroci s prepletanjem slovenskega in madžarskega jezika srečujejo vsak dan. V oddelkih vrtca pedagoško delo opravljata dva strokovna delavca. V Dodatku h kurikulu za vrtce na narodno mešanih območjih (Cotič , et al., 2002) je zapisano, da se v času hkratne prisotnosti strokovna delavca držita načela »ena oseba – en jezik«. Otroci jezik okolja v vrtcu usvajajo z vsrkavanjem spodbud iz okolja, predvsem skozi igro, druženje in gibanje. Otrok se raje sporazumeva v tistem jeziku, ki ga sliši in uporablja v domačem okolju. Kadar otrok drugega jezika ne uporablja, vendar ga razume, pravimo, da ga pozna pasivno. Prehod iz pasivne faze v aktivno ne poteka pri vseh otrocih enako. Otrokovo motivacijo pogojujemo predvsem s spodbudnim učnim okoljem, ki mu nudi priložnosti, da se preizkuša v novem jeziku. Opažamo, da je izjemen motivacijski pripomoček za usvajanje drugega jezika- lutka. Otrokom je lutka zelo blizu, saj se z njo poistovetijo in se ji želijo približati, z njo komunicirati. Pri komunikaciji z lutko se otrok potrudi in jo poskuša ogovoriti v jeziku, ki ga uporablja lutka. Prav zaradi tega jo strokovni delavci pri svojem delu pogosto uporabljajo in z njo dosegajo zastavljene cilje. Strokovni delavci vrtca večjezičnost ocenjujejo kot veliko prednost. Prav tako tudi starši, v našem okolju, in sicer kot eno izmed prednosti vključenosti otrok v vrtec navajajo seznanjanje otrok z jezikom okolja. Res pa je, da otroci v predšolskem obdobju usvajajo jezik okolja na zelo različnih ravneh – nekateri se začno izražati kot enojezični vrstniki, pri drugih razvoj poteka počasneje, pri tretjih pa se oba jezika še dolgo prepletata. Ključne besede: vrtec, dvojezičnost, usvajanje jezika okolja 146 LEARNING THE LANGUAGE OF THE ENVIRONMENT IN A BILINGUAL KINDERGARTEN WITH THE HELP OF A PUPPET PETRA GAL, SABINA HORVAT & TINA HOZJAN Vrtec Lendava - Lendvai Óvoda, Slovenia petra.gal@guest.arnes.si, sabina.horvat@guest.arnes.si, tina.hozjan@guest.arnes.si ABSTRACT In Slovenia, in ethnicaly mixed areas, the educational process at al levels of education is conducted bilingual y. Lendava Kindergarten - Lendvai Óvoda is a bilingual kindergarten where children encounter the interplay of Slovene and Hungarian every day. The kindergarten’s departments are staffed by two teaching assistants. The supplement to the curriculum for kindergartens in ethnically mixed areas (Cotič, et al., 2002) states that the two teachers fol ow the principle of ‘one person - one language’ when they are present at the same time. Children acquire the language of the kindergarten environment by absorbing stimuli from the environment, mainly through play, socialising and movement. The child prefers to communicate in the language he/she hears and uses in the home environment. When a child does not use another language but understands it, it is said to be passive. The transition from the passive to the active phase is not the same for al children. The child’s motivation is mainly conditioned by a stimulating learning environment that provides opportunities for him/her to try out the new language. We have found that a puppet is an excel ent motivational tool for second language acquisition. Children are very close to the puppet because they identify with it and want to get close to it and communicate with it. When communicating with the puppet, the child tries to speak to it in the language used by the puppet. This is why practitioners often use the puppet in their work and achieve their goals with it. Kindergarten practitioners consider multilingualism to be a great advantage. Parents in our setting also cite familiarising their children with the language of the environment as one of the advantages of having their children in kindergarten. It is true, however, that children acquire the language of their environment at very different levels during the pre-school years - some begin to express themselves as monolingual peers, others develop more slowly, and others have a long interplay between the two languages. Key words: kindergarten, bilingualism, environmental language acquisition 147 K IZVAJANJU PRISTOPA MEDKULTURNE SPORAZUMEVALNE ZMOŽNOSTI V BANGLADEŠU: PRIKAZ STALIŠČ SREDNJEŠOLSKIH UČITELJEV ANGLEŠČINE KOT TUJEGA JEZIKA ARIF ZUFI1 & MEHNAZ IQBAL2 1University of East Anglia, Združeno kraljestvo 2University of Warwick, Združeno kraljestvo a.zufi@uea.ac.uk, mehnaz.iqbal@warwick.ac.uk POVZETEK Ob upoštevanju neustreznosti obstoječega učnega načrta za angleški jezik je bangladeška vlada leta 2020 skupaj z drugimi predmeti sprožila obsežno kurikularno reformo poučevanja angleškega jezika. Predlagani novi učni načrt se zavzema za uporabo koncepta medkulturne komunikacijske kompetence (Intercultural Communicative Competence - ICC). Predpostavlja se, da je zamisel o ICC bolj občutljiva na kontekst, demokratična, emancipatorna, opolnomočujoča in ustvarja identiteto. Ta pristop ga usklajuje z nedavnimi svetovnimi trendi v ELT glede na pedagoški kontekst EFL; na ta način se razmišlja o načelih kritične in postmetodične pedagogike, njihove posledice pa so vključene v ta okvir učnega načrta. Namen pričujoče študije je bil raziskati, kako so bangladeški srednješolski učitelji EFL pojmovali in osmišljali novi učni načrt za angleščino v kontekstu delnega izvajanja pristopa komunikativnega poučevanja jezika, ki je bil predlagan v nacionalnem učnem načrtu za angleščino iz leta 2012. Kvalitativni pristop študije primera je bil uporabljen za kartiranje konceptualizacije in stališč srednješolskih EFL učiteljev ICC v zvezi s poučevanjem angleščine, pri čemer so bili uporabljeni poglobljeni intervjuji srednješolskih učiteljev EFL iz treh šol. Ugotovitve študije kažejo, da učitelji niso dovolj konceptualno ozaveščeni o novem pristopu, žal pa tudi ni bilo zagotovljene dodatne podpore z omogočanjem organizacijskih pogojev na šolah, ki bi ustrezali pričakovanjem učiteljev EFL. Ugotovljeno je bilo, da so učitelji EFL nekoliko skeptični glede predvidenega izvajanja novega pristopa k poučevanju angleščine v učilnicah na srednji stopnji. Zato so priporočila, ki bi jih lahko predložili oblikovalcem politik v Bangladešu, uvedba programov ozaveščanja učiteljev in učencev, razvoj ustreznih učbenikov, priročnikov za učitelje in drugih virov, ki so na voljo zainteresiranim stranem, reforma trenutnega sistema preverjanja in ocenjevanja ter izboljšanje možnosti stalnega strokovnega razvoja učiteljev angleščine, da bi jim zagotovili potrebno pedagoško in predmetno znanje, s katerim bi lahko igrali ključno vlogo pri izvajanju koncepta ICC v učilnicah EFL na srednjih šolah. Nazadnje, spoznanja, ki izhajajo iz študije, bi se lahko izkazala kot pomembna za zajemanje izobraževalne politike v drugih državah globalnega juga z nizkimi viri, ki si prav tako prizadevajo za izvajanje svetovnih trendov izobraževanja v angleškem jeziku. Ključne besede: medkulturna sporazumevalna kompetenca, izvajanje učnega načrta za EFL v srednjih šolah, nacionalni okvir učnega načrta za angleščino 2020 148 TOWARDS THE IMPLEMENTATION OF THE INTERCULTURAL COMMUNICATIVE COMPETENCE APPROACH IN BANGLADESH: MAPPING THE SECONDARY EFL TEACHERS’ ATTITUDES ARIF ZUFI1 & MEHNAZ IQBAL2 1University of East Anglia, United Kingdom 2University of Warwick, United Kingdom a.zufi@uea.ac.uk, mehnaz.iqbal@warwick.ac.uk ABSTRACT Considering the existing English language curriculum inadequate, the Government of Bangladesh has initiated a major curricular reform in English language teaching along with other subjects in 2020. The proposed new curriculum has advocated for the application of the concept of Intercultural Communicative Competence (ICC). The assumption is that the idea of ICC is more context-sensitive, democratic, emancipating, empowering, and identity generating. This approach aligns it with the recent global trends in ELT with reference to EFL pedagogical context; and in that way, the tenets of critical and post-method pedagogy are contemplated, and their implications are embedded in this curriculum framework. The present study aimed to explore how Bangladeshi secondary EFL teachers conceptualised and made sense of the new English curriculum against the backdrop of the partial implementation of the Communicative Language Teaching approach which was suggested in the National Curriculum of English 2012. The qualitative case study approach was used to map the conceptualisation and attitudes of the secondary EFL teachers of ICC in relation to English language teaching exploiting in-depth interviews of secondary EFL teachers from 3 schools. The findings of the study show that there is a lack of teachers’ conceptual awareness about the new approach, and unfortunately, no additional support was provided by facilitating organizational conditions in schools up to the EFL teachers’ expectations. EFL teachers were found somewhat sceptical about the projected implementation of the new approach to English teaching in secondary-level classrooms. Therefore, the recommendations which could be carried onto the table of the policymakers of Bangladesh are launching awareness programmes for the teachers and learners, developing appropriate textbooks, teacher guides, and other resources available to the stakeholders, reforming of current assessment and evaluation system, and enhancing continuing professional development opportunities for the EFL teachers to equip them with necessary pedagogical and subject knowledge so that they can play a key role in the implementation of the ICC concept in secondary EFL classrooms. Final y, the insights emanated from the study might prove relevant for capturing the education policy landscape of other low-resourced countries of the Global South that are also striving to implement the global trends of English language education. Key words: Intercultural Communicative Competence, Secondary EFL Curriculum Implementation, National English Curriculum Framework 2020 149 ROMSKI JEZIK, ZAKAJ PA NE? SAMIRA HORVAT Osnovna šola Franceta Prešerna Črenšovci, Slovenija samira.horvat@guest.arnes.si POVZETEK Da Romi govorijo drugačen jezik ni nobena neznanka ali skrivnost. V Evropi se o Romih veliko piše in dela na izboljšanju njihovega položaja, njihov jezik pa še naprej izumira in ostaja v ozadju, ko je govora o Romih. V prispevku sem se osredotočila na jezikovno ozaveščenost tako Romov, ki govorijo svoj materni jezik in pa tudi Neromov, ki romskega jezika sploh ne poznajo in jim je že stoletja tako blizu hkrati pa tudi zelo daleč. Predstavila bom zakaj je pomembno, da se romski jezik ohranja predvsem v romski skupnosti in v prihodnosti tudi raziskuje ter približa tudi večinskemu prebivalstvu – Neromom. Da bi lažje razumeli, zakaj imajo romski otroci težave pri integraciji v širšo okolico in zakaj okolica še vedno ni pripravljena sprejeti Romov takšnih, kakršni so je seveda pomembno dejstvo, da se zavedajo svoje drugačnosti, ki pa ne izključuje tudi njihovega specifičnega jezika. V 30. členu Konvencije o otrokovih pravicah jasno piše, da vsem otrokom, ki živijo v državah kot etnične, verske ali jezikovne manjšine, pripada pravica, “da skupaj z drugimi člani svoje skupine uživajo svojo posebno kulturo, izpovedujejo in izražajo svojo lastno vero in da uporabljajo svoj lastni jezik”. Ključne besede: Romi, romski jezik, identiteta 150 THE ROMANI LANGUAGE, WHY NOT? SAMIRA HORVAT Osnovna šola Franceta Prešerna Črenšovci, Slovenia samira.horvat@guest.arnes.si ABSTRACT It is no secret that Romani speak a different language. In Europe, much is written about the Romani and work is being done to improve their situation, but their language continues to die out and remain in the background when it comes to the Romani. In this paper, I have focused on the linguistic awareness of both Romani who speak their mother tongue and non-Romani who do not know the Romani language at al , which has been so close to them for centuries, but at the same time also very far away. I wil present why it is important to preserve the Romani language, especially in the Romani community, and in the future also to research and bring it closer to the majority of the population - the non-Romani. In order to better understand why Romani children have difficulties integrating into the wider environment and why the environment is stil not ready to accept Romani as they are, it is, of course, important that they are aware of their difference, which does not exclude their specific language. Article 30 of the Convention on the Rights of the Child makes it clear that al children living in countries as ethnic, religious or linguistic minorities are entitled to “enjoy together with other members of their group, their own distinct culture, profess and manifest their own religion and use their own language”. Key words: Romani, Romani language, identity 151 MEDKULTURNA KOMPETENCA V HRVAŠKIH UČBENIKIH GFL NIKOLINA MILETIĆ University of Zadar, Hrvaška nmiletic2@unizd.hr POVZETEK Tuji jeziki so sestavni del današnjega vsakdana. Potrebni so za aktivno sodelovanje v družbi, zato so sestavni del hrvaškega izobraževalnega sistema. Predvsem znanje nemškega jezika je na Hrvaškem zelo pomembno zaradi gospodarskih, kulturnih in zgodovinskih povezav z nemško govorečim območjem. Ker živimo v večjezičnem in večkulturnem svetu, hrvaški izobraževalni sistem spodbuja razvoj medkulturnosti. Pri predmetu nemščina kot tuji jezik naj bi učenci razvijali zavedanje o lastni kulturi in maternem jeziku ter spoznavali in cenili druge kulture. V hrvaškem učnem načrtu za nemščino kot tuji jezik se poleg sporazumevalne kompetence spodbuja tudi medkulturna kompetenca. Učencem omogoča, da razbijajo predsodke, rešujejo konflikte in uspešno sodelujejo v večkulturni skupnosti. V tem prispevku je opravljena diahrona raziskava o prikazu Avstrije v besedilih in vajah hrvaških učbenikov GFL. Analizirani so hrvaški učbeniki GFL za srednje šole hrvaške založbe Školska knjiga. Korpus sestavljajo učbeniki GFL, ki so se uporabljali pri pouku GFL danes in pred 20 leti. Obravnavana bodo naslednja vprašanja: Kako pogosto je Avstrija obravnavana v učbenikih GFL? Katere vsebine in teme so izbrane za predstavitev Avstrije? Kakšne so razlike glede izbire tem in pogostosti pojavljanja Avstrije danes in pred 20 leti? Cilj je ugotoviti status Avstrije v hrvaških učbenikih GFL danes in ga primerjati z učbeniki, ki so bili izdani pred 20 leti, ter na koncu določiti podobo Avstrije. S tem prispevek pridobiva nove perspektive pri raziskovanju učbenikov GFL glede na kulturne, zgodovinske in politične odnose med Avstrijo in Hrvaško. Ključne besede: medkulturna kompetenca, nemščina kot tuji jezik, učbeniki GFL, hrvaški izobraževalni sistem, Avstrija v hrvaških učbenikih GFL 152 INTERCULTURAL COMPETENCE IN CROATIAN GFL TEXTBOOKS NIKOLINA MILETIĆ University of Zadar, Croatia nmiletic2@unizd.hr ABSTRACT Foreign languages are an integral part of today's everyday life. They are required for active participation in society, which is why they are an integral part of the Croatian education system. Above all, knowledge of the German language is of great importance in Croatia because of the economic, cultural and historical connections to the German-speaking area. Since we live in a multilingual and multicultural world, the Croatian education system encourages the development of interculturality. In the subject German as a foreign language, learners should develop awareness of their own culture and mother tongue, as wel as get to know and appreciate other cultures. In the Croatian curriculum for German as a foreign language, intercultural competence is promoted in addition to communicative competence. It enables learners to break down prejudices, resolve conflicts and participate successfully in a multicultural community. In this contribution, a diachronic investigation of the depiction of Austria in texts and exercises of the Croatian GFL textbooks is carried out. Croatian GFL textbooks for secondary schools from the Croatian publishing house Školska knjiga are analyzed. The corpus consists of GFL textbooks that were used in GFL classes today and 20 years ago. The fol owing questions wil be addressed: How often is Austria discussed in GFL textbooks? What content and topics are selected for the presentation of Austria? What differences are there in terms of topic selection and frequency of occurrence in Austria today and 20 years ago? The goal is to determine the status of Austria in Croatian GFL textbooks today and to compare it with textbooks that were issued 20 years ago and finally to determine the image of Austria. Thus, this contribution gains new perspectives in the research of GFL textbooks with regard to the cultural, historical and political relations between Austria and Croatia. Key words: intercultural competence, German as a foreign language, GFL textbooks, Croatian education system, Austria in Croatian GFL textbooks 153 SPODBUJANJE MOTIVACIJE UČENCEV ZA UČENJE TUJEGA JEZIKA MIHA KLANJŠČEK Osnovna šola Bežigrad, Slovenija miha.klanjscek@guest.arnes.si POVZETEK Izkušnje, spomini, znanje, sposobnosti. To so štiri faze, ki vodijo človeka do boljšega sebe, štiri faze, ki tvorijo učni cikel. Ta se začne z izkušnjami – dražljaji iz našega okolja. Izkušnje ustvarjajo spomine, spomini ustvarjajo znanje, znanje pa ustvarja sposobnosti. Nove sposobnosti ustvarjajo nove izkušnje, ki pomenijo začetek novega učnega cikla. Govorimo lahko tudi, da so sposobnosti sestavljene iz našega znanja, znanje iz spominov, spomini iz izkušenj, izkušnje pa pridobimo z našimi sposobnostmi. Ironično v javnem vzgojno-izobraževalnem sistemu praviloma učnih ciklov ne zaključujemo, saj je naša ciljna točka postavljena na tretji fazi učenja – ustvarjanje znanja. Tako poskrbimo za kvalitetno pridobivanje znanja, ki ga ovrednotimo z ocenami, ne poskrbimo pa za njegovo uporabnost, da bi ga učenci znali samostojno uporabljati. Ker imajo jeziki izrazito uporabno vrednost (znanje tujega jezika nima smisla, če ga nismo sposobni uporabljati v praksi), je skrb za kvalitetno četrto fazo učenja na področju poučevanja jezikov še toliko pomembnejša. V prispevku bomo predstavili potek učnega cikla s poudarkom na zadnji fazi (pridobivanju sposobnosti) in njenemu pomenu za poučevanje in ocenjevanje tujih jezikov. Predstavili bomo tudi primer dobre prakse poučevanja tujega jezika angleščine, ki učence spodbuja k pretvarjanju znanja v sposobnosti in s tem zaključuje učni cikel. Kot posledice tovrstnega učnega pristopa opažamo večjo motiviranost učencev za pridobivanje novega znanja, v učenju vidijo več smisla in uporabne vrednosti, pridobljeno znanje je trajnejše in kvalitetnejše, kar omogoča doseganje višjih učnih dosežkov, učenci pa se izkazujejo kot družbeno koristnejši posamezniki v primerjavi z vrstniki, ki učnega cikla ne zaključijo v celoti. Ključne besede: motivacija, znanje, sposobnosti, učni cikel 154 ENCOURAGING STUDENTS’ MOTIVATION TO LEARN A FOREIGN LANGUAGE MIHA KLANJŠČEK Osnovna šola Bežigrad, Slovenia miha.klanjscek@guest.arnes.si ABSTRACT Experiences, memories, knowledge, skils. These are the four stages that lead a person to a better self, the four stages that make up the learning cycle. It starts with experience – stimuli from our environment. Experiences create memories, memories create knowledge, and knowledge creates abilities. New abilities create new experiences, which mark the beginning of a new learning cycle. We can also say that abilities are made up of our knowledge, knowledge is made up of memories, memories are made up of experiences, and experiences are acquired through our abilities. Ironical y, in the public education system, we do not usual y complete learning cycles, because our goal is set at the third stage of learning – the creation of knowledge. This is how we ensure the quality of knowledge acquisition, which we evaluate with grades, but we do not ensure its usefulness, so that learners are able to use it independently. Since languages have a strong use value (knowledge of a foreign language is meaningless if we are not able to use it in practice), it is al the more important to ensure a quality fourth phase of learning in language teaching. In this paper, we wil outline the learning cycle, focusing on the last phase (acquisition of competence) and its relevance for foreign language teaching and assessment. We wil also present an example of good practice in foreign language teaching of English, which encourages learners to convert knowledge into skil s, thus completing the learning cycle. As a consequence of this learning approach, we observe that learners are more motivated to acquire new knowledge, they see more meaning and use value in their learning, the knowledge acquired is more durable and of higher quality, leading to higher learning achievement, and learners prove to be more social y useful individuals compared to their peers who do not fully complete the learning cycle. Key words: motivation, knowledge, skills, learning cycle 155 IZSLEDKI ANALIZE INTERFERENČNIH NAPAK PRI ŠTUDENTIH GERMANISTIKE/NEMCISTIKE V JEZIKOVNEM STIKU SLOVENŠČINA-NEMŠČINA ADMIRA ĆOSIĆ Osnovna šola Šmartno pod Šmarno goro, Slovenija admira.cosic@gmail.com POVZETEK Prispevek ponuja vpogled v razumevanje pomena termina jezikovne interference pri pouku nemščine ter v analizo interferenčnih napak slovenskih učencev pri učenju nemškega jezika. Tematika prispevka se nanaša na medjezikovna vplivanja v jezikovnem stiku pri nemščini in slovenščini, pri čemer so sistematizirane najpogostejše deviacije od idiomatično in slogovno ustreznih izrazov, ki so posledica vpliva maternega jezika. Če posameznik ne pozna določenih struktur, pravil ali norm tujega jezika, se zateče k že znanim strukturam maternega jezika in lahko s tem krši norme, kar eventualno privede tudi do pojava interlingvalnih interferenčnih napak. V prispevku so predstavljene najpogostejše interference pri študentih prvega letnika germanistike oz. nemcistike prve in druge stopnje Univerze v Ljubljani. V študijskem letu 2016/2017 sem izvedla anonimno anketo na temo interferenčnih napak, v kateri je sodelovalo 37 dodiplomskih in 19 magistrskih študentov. Testiranci so prejeli anketni vprašalnik, ki poleg podatkov o študiju, izobrazbi in znanju jezika, vsebuje slovenske besedilne sekvence, ki so jih prevedli iz slovenščine v nemščino. Interference so prisotne na besedoslovni, skladenjski in oblikoslovni ravnini na obeh stopnjah pri izbrani ciljni oz. kontrolni skupini, pri čemer gre vzroke iskati v vplivu slovenskega jezika na nemščino in neozaveščenih strukturah ciljnega ter maternega jezika. Rezultati analize dajejo odgovor na vprašanje, v kolikšni meri je delež interferenčnih napak odvisen od poteka študija, vpliva drugih tujih jezikov in usvajanja nemščine v otroštvu. Izsledki raziskave kažejo, da je povprečni delež interferenčnih pojavov večji pri študentih prve stopnje kot pri študentih druge stopnje. Zanimiv je pojav, ki kaže, kako močan vpliv so pri reševanju anketnega vprašalnika imeli drugi tuji jeziki, med študenti je bilo prisotno nekaj interferenčnih napak, ki so nastale na podlagi prenosa strukture iz angleškega jezika. Hipoteza, v kolikšni meri so prenosi struktur z maternega jezika na ciljni jezik odvisni od učenja nemščine v otroštvu, se ni potrdila. Napake so bile prisotne tako pri študentih, ki so se nemškega jezika učili v predšolskih letih, kot tistih, ki so se z nemščino srečali šele v šoli. Prispevek ima tudi neposredno aplikativno vrednost za poučevanje nemščine v slovenskih šolah. Vsebuje namreč ključne informacije, na kaj naj bomo učitelji pri poučevanju pozorni in kako lahko prispevamo k ozaveščanju struktur tujega jezika ter obenem k zmanjševanju prenosa struktur maternega jezika v drugi jezik. Ključne besede: interferenčne napake, kontrastivna analiza, rezultati raziskave, slovenščina, nemščina, jezikovni stik, poučevanje nemščine, vpliv maternega jezika 156 RESULTS OF THE ANALYSIS OF INTERFERENCE ERRORS IN STUDENTS OF GERMAN IN THE SLOVENE-GERMAN LINGUISTIC CONTACT ADMIRA ĆOSIĆ Osnovna šola Šmartno pod Šmarno goro, Slovenia admira.cosic@gmail.com ABSTRACT This paper provides insights into the understanding of the meaning of the term language interference in German language teaching and into the analysis of Slovenian learners’ interference errors in German language learning. The topic of the paper is interlanguage interference in language contact in German and Slovene, where the most frequent deviations from idiomatical y and stylistical y appropriate expressions resulting from the influence of the mother tongue are systematised. If an individual is not familiar with certain structures, rules or norms of the foreign language, he or she resorts to the familiar structures of the mother tongue and may thus violate the norms, which eventual y leads to the occurrence of interlingual interference errors. This paper presents the most frequent interference problems in Year 1 and 2 students of German studies at the University of Ljubljana. In the academic year 2016/2017, I conducted an anonymous survey on the topic of interference errors, in which 37 undergraduate and 19 master’s students participated. The subjects received a questionnaire which, in addition to information about their studies, education and language skil s, contained a Slovene text sequence that they translated from Slovene into German. Interference is present at the word, syntax and form level at both levels in the selected target and control groups, respectively, and is due to the influence of the Slovene language on German and the unconscious structures of the target and native languages. The results of the analysis provide an answer to the question to what extent the proportion of interference errors depends on the course of study, the influence of other foreign languages and the acquisition of German in childhood. The results show that the average proportion of interference errors is higher for Year 1 students than for Year 2 students. An interesting phenomenon is the strong influence of other foreign languages in the questionnaire, with a few interference errors among the students, which occurred due to the transfer of structure from English. The hypothesis to what extent the transfer of structures from the mother tongue to the target language depends on the learning of German in childhood was not confirmed. The errors were present both in students who learned German in preschool and in those who encountered German only at school. The paper also has direct applicative value for the teaching of German in Slovenian schools. It contains key information on what teachers should pay attention to when teaching and how we can contribute to raising awareness of the structures of a foreign language and at the same time reduce the transfer of mother tongue structures into a second language. Key words: interference errors, contrastive analysis, research results, Slovene, German, language contact, teaching German, influence of mother tongue 157 DALEČ, A HKRATI TAKO BLIZU TANJA MÜLLER Osnovna šola Franceta Prešerna, Slovenija tanja.muller@sfpkr.si POVZETEK Pouk na daljavo ni bil le izziv za hitro učenje in uporabo mnogih digitalnih spletnih orodij. Pri učencih je spodbudil tudi možnost povezovanja in učenja tujih jezikov z vrstniki, ki so prav tako bili primorani ostati doma. Da učenje in uporaba tujega jezika nista bila omejena le na domači prostor in na ure izvajanja tujejezikovnega pouka, bodo v prispevku prikazani primeri mednarodnega sodelovanja tako med poukom v šoli, kot pouku na daljavo. Naši najmlajši učenci so se priključili projektu z različnimi šolami širom Evrope, skupaj s sodelujočimi partnerji so izvajali določene skupne aktivnosti, spoznavali jezike vseh sodelujočih, se urili v angleškem jeziku, se seznanjali z različnimi kulturami in primerjali svojo kulturo z njihovo. Izvedene so bile učne ure skupaj z učenci iz Poljske in Malte. Petošolci pa so se na povabilo šole iz Kyota iz oddaljene Japonske odzvali in sodelovali z vrstniki iz tamkajšnje osnovne šole. Kljub veliki časovni razliki, je bila motivacija za delo velika na obeh straneh. Dogovorili smo se in izpeljali spletna srečanja, ki so pouk tujega jezika še bolj obogatila. Učenci so bili nad svojim znanjem angleškega jezika pozitivno presenečeni, saj so pričakovali višji nivo znanja od novih prijateljev. Kar nekaj stereotipov je bilo preko sodelovanja z japonsko šolo odpravljenih. Učenci so ugotavljali, koliko japonske kulture je že prisotne v našem vsakdanjem življenju in okolju. Učenci imajo skozi mednarodna sodelovanja priložnost avtentične uporabe tujega jezika, hkrati pa razvijajo tudi svoje digitalne veščine, saj le z uporabo IKT tehnologije lahko širni svet približamo in pripeljemo v naš učni prostor. Ključne besede: mednarodno sodelovanje, medkulturnost, IKT 158 FAR AWAY, YET SO CLOSE TANJA MÜLLER Osnovna šola Franceta Prešerna, Slovenia tanja.muller@sfpkr.si ABSTRACT Distance learning was not only a chalenge to learn quickly and to use many digital online tools. It also encouraged students to connect and learn foreign languages with peers who were also forced to stay at home. To ensure that learning and using a foreign language was not limited to the home and to the foreign language lessons, this paper wil present examples of international cooperation during both in-school and distance learning. Our youngest pupils joined a project with different schools across Europe, working together with the participating partners on joint activities, learning the languages of all the participants, practising their English, learning about different cultures and comparing their own culture with theirs. Lessons were held with students from Poland and Malta. Grade 5 pupils responded to an invitation from Kyoto School in distant Japan to work with their peers from the local primary school. Despite the time difference, motivation to work was high on both sides. Online meetings were arranged and conducted, which made the foreign language lessons even richer. The students were positively surprised by their English language skil s, as they expected a higher level of knowledge from their new friends. Quite a few stereotypes were dispel ed through the cooperation with the Japanese school. The pupils realised how much Japanese culture is already present in our everyday life and environment. Through international cooperation, pupils have the opportunity to use a foreign language in an authentic way, while also developing their digital skil s, as it is only through the use of ICT that we can bring the wider world closer and into our learning space. Key words: international cooperation, interculturality, ICT 159 STEM SREČA CLIL TAJANA BUNDARA1 & LIDIJA ŠARAVANJA2 1 Ivan Lucić High School – Trogir, Hrvaška 2 Vladimir Nazor Elementary School – Čepin, Hrvaška tajana.bundara@skole.hr, lidija31431@gmail.com POVZETEK Pri pouku, ki temelji na STEM, se učenci naučijo več kot le znanstvenih konceptov. V njihova življenja prinašajo inovacije, ki jim omogočajo, da razvijajo in uresničujejo svoje miselne sposobnosti. Inovativni misleci so uspešni in lahko spremenijo svet, zato smo se odločili, da bomo STEM vpeljali v naše angleške učilnice s pomočjo mednarodnega projekta eTwinning. Mednarodni projekt eTwinning "STEM Influencers" je primer, kako lahko o angleškem jeziku razmišljamo in se ga učimo v kontekstu drugih področij, zastopanih v šolskem učnem načrtu. Prikazuje tudi nekaj učinkovitih načinov, kako učence opolnomočiti z veščinami 21. stoletja ( 4Cs in 4Rs) in jih spodbuditi k lastnemu raziskovanju vsebine in jezika za/preko procesa ustvarjanja. S tem pristopom so učenci motivirani, da uporabljajo jezikovne spretnosti in spretnosti IKT kot orodja za doseganje svojih ciljev. Prikazali bomo, kako smo jezikovni učni načrt povezali z drugimi učnimi predmeti ter uspešno povezali učenje vsebine in jezika. Takšni projekti lahko služijo drugim učiteljem kot dobra učna praksa, navdih in motivacija. Izdelki projekta (spletna stran in slikovni slovar) so na voljo kot dostopno učno gradivo. Predstavitev se osredotoča na CLIL in rezultate predstavljene prakse ter na medkulturno sodelovanje in njegove koristi za vse vpletene strani - učitelje, učence, univerze, zdravstvene ustanove in skupnost. Zaključimo lahko, da se je CLIL izkazal za eno najmočnejših metodologij za povečanje motivacije učencev za učenje jezikov, ki jih spodbuja, da postanejo drzni posamezniki, pripravljeni spremeniti svet. Ključne besede: vsebina, jezik, veščine 21. stoletja, veščine kot orodja, odprtost 160 STEM MEETING CLIL TAJANA BUNDARA1 & LIDIJA ŠARAVANJA2 1 Ivan Lucić High School - Trogir 2 Vladimir Nazor Elementary School – Čepin tajana.bundara@skole.hr, lidija31431@gmail.com ABSTRACT STEM-based lessons teach learners more than scientific concepts. They bring innovation into their lives enabling them to develop and implement their thinking skil s. Innovative thinkers are achievers with the potential to change the world therefore we have decided to implement STEM in our English classrooms via an international eTwinning project. The international eTwinning project »STEM Influencers« is an example of how the English language can be thought and learned in the context of other fields represented in the school curriculum. It also shows some efficient ways of empowering students with 21st-century skil s (4Cs and 4Rs) and encouraging them to do their own content and language research for/through the process of creation. With this approach, students are motivated to use both language and ICT skil s as tools to reach their aims. We wil show how we have linked language curriculum to other curricular subjects and successfully integrated content and language learning. Such projects can serve other educators as good teaching practice, inspiration, and motivation. The products of the project (webpage and picture dictionary) are open as available teaching materials. The presentation focuses on CLIL and the results of the presented practice as wel on the intercultural collaboration and its benefits for al involved parties – teachers, students, universities, health institutions and the community. In conclusion, CLIL has proved to be one of the most powerful methodologies to enhance learners’ motivation toward learning languages encouraging them to be risk-taking individuals ready to change the world. Key words: content, language, 21st-century skils, skils as tools, openness 161 RAZVIJANJE BESEDIŠČA V ANGLEŠČINI PRI UČENCIH PRVEGA RAZREDA OSNOVNE ŠOLE: PREDSTAVITEV REZULTATOV KVALITATIVNE RAZISKAVE MED SLOVENSKIMI UČITELJI ADA MOVRIN Osnovna šola Pirniče, Slovenija ada.movrin@gmail.com POVZETEK Mlajši učenci se zaradi starostno pogojenih značilnosti in kognitivnih sposobnosti učijo drugače od starejših učencev, zato je potrebno k poučevanju mlajših učencev pristopati na njim lasten način. Praviloma se radi učijo tujega jezika, kadar jim učitelj za to pripravi spodbudno okolje in načrtuje starosti primerne dejavnosti, v katerih učenci radi sodelujejo. Kvalitativna raziskava med 16 učiteljicami angleščine v prvem razredu slovenske osnovne šole je pokazala, da sodelujoče učiteljice pri svojem delu s prvošolci dajejo velik poudarek razvijanju besedišča. Zelo pomembno se jim zdi, da učenje poteka čim bolj nezavedno, zato v pouk vključujejo veliko igre, gibanja, pesmic in pravljic, ki so učencem blizu, in jim omogočajo usvajanje jezika v prijetnem vzdušju. Čeprav se zavedajo, da so učenci lahko na začetni stopnji učenja tujega jezika še v t. i. tihi dobi, si hkrati prizadevajo, da bi učenci to obdobje čim prej prešli in začeli ciljni jezik uporabljati, saj se zavedajo ne le pomena receptivnega, ampak tudi produktivnega znanja jezika. Učence že na začetni stopnji opremijo z določenimi frazami (pozdravi, razredna navodila ipd.), ki olajšajo komunikacijo učitelja z učenci in hkrati dajejo učencem občutek varnosti. Ciljno besedišče učiteljice izbirajo glede na teme, ki so učencem blizu. Vedno ga postavljajo v nek kontekst, ki ga tvorijo s pomočjo pravljic, pesmic, izštevank ali pa preprosto s svojo komunikacijo v angleščini. Vse to spremlja nebesedna podpora v obliki ilustrativnih kretenj, mimike in/ali slikovnega gradiva, ki učencem omogoča razumevanje brez potrebe po prevajanju. Zaradi t. i. tihe dobe v začetni fazi spodbujajo učence k nebesednemu odzivanju na slišano in h kombiniranju slovenščine in angleščine. Ključne besede: angleščina, razvijanje besedišča, zgodnje poučevanje tujega jezika 162 DEVELOPING ENGLISH VOCABULARY IN FIRST GRADE PRIMARY SCHOOL PUPILS: PRESENTATION OF THE RESULTS OF A QUALITATIVE STUDY AMONG SLOVENIAN TEACHERS ADA MOVRIN Osnovna šola Pirniče, Slovenia ada.movrin@gmail.com ABSTRACT Younger pupils learn differently from older pupils due to age-related characteristics and cognitive abilities, so teaching younger pupils needs to be approached in their own way. As a rule, they like to learn a foreign language when the teacher provides a stimulating environment and plans age-appropriate activities in which they like to participate. A qualitative study of 16 Grade 1 English teachers in a Slovenian primary school showed that the participating teachers put a strong emphasis on vocabulary development in their work with Grade 1 pupils. They consider it very important to make learning as unconscious as possible, so they include lots of games, movement, songs and stories that are close to the pupils’ hearts and al ow them to learn the language in a pleasant atmosphere. Although they are aware that learners may stil be in a ‘silent period’ at the initial stage of learning a foreign language, they strive to get learners past this period and into the target language as soon as possible, as they are aware of the importance of not only receptive but also productive language skil s. From the initial stage, they provide pupils with certain phrases (greetings, classroom instructions, etc.) which facilitate communication between the teacher and the pupils and at the same time give pupils a sense of security. The teachers choose target vocabulary according to the topics that are close to the pupils’ hearts. They always set it in a context, using fairy tales, poems, nursery rhymes or simply their own communication in English. Al of this is accompanied by non-verbal support in the form of il ustrative gestures, facial expressions and/or pictures, which allows the learners to understand without the need for translation. Because of the ‘silent period’ in the initial phase, pupils are encouraged to respond non-verbal y to what they hear and to combine Slovene and English. Key words: English, vocabulary development, early foreign language teaching 163 POUČEVANJE TUJIH JEZIKOV IN RAZVIJANJE SPRETNOSTI ZA PRIHODNOST NA PRIMERU GRADIVA ZA SREDNJE ŠOLE NATAŠA BAUMAN1 & ALJA LIPAVIC OŠTIR2 1 Srednja ekonomska šola in gimnazija Maribor, Slovenija 2 Filozofska fakulteta, Univerza v Mariboru, Slovenija natasa.bauman@ses-mb.si, alja.lipavic@um.si POVZETEK Pri poučevanju tujih jezikov, in sicer ne glede na posamezni tuji jezik in nivo, smo ujeti v različne vzorce, v zadnjih desetletjih predvsem v Skupni evropski jezikovni okvir (SEJO). Ta okvir je nedvomno izvrstno orodje in obenem premišljen kažipot, ki nam kot učiteljem pomaga, da razvijamo vse tujejezikovne spretnosti. Ob njegovi dominantni vlogi si zastavljamo vprašanje, ali nam SEJO ob razvijanju jezikovnih spretnosti v zadostni meri omogoča tudi usvajanje znanj na način izpostavljanja kognitivnim izzivom, ki gredo preko meja vsebin pouka tujih jezikov. S tem mislimo na vsebine drugih predmetov, kroskurikularnih tem in tisto, čemur v vsakdanjiku pravimo splošna razgledanost ter splošne kompetence za prihodnost. V kolikor nam namreč SEJO takšne povezave dopušča, to ponovno dokazuje njegovo odličnost in uporabnost. V prispevku bova na primeru gradiva za pouk nemščine kot TJ2 ali TJ1 v srednjih šolah po principih koncepta TILKA pokazali, kako je lahko gradivo, ki temelji na SEJU in izhaja iz njega, tudi orodje za razvijanje medkulturnega zavedanja in povezovanja. Z uporabo takšnega gradiva ohranjamo stik z literarnimi besedili (bodisi tujimi ali domačimi) in v ospredje postavljamo učenca / dijaka kot glavnega "akterja" oz. "kreatorja" dogajanja pri sami učni uri. Učitelj motivira, moderira, usmerja, vrednoti tako, kot to predvideva aktualen učni proces. Obenem bova na istem gradivu pokazali, kako lahko primerni kognitivni izzivi ne samo delujejo motivacijsko, ampak tudi tako, da učencem pomagajo vzpostavljati za bodočnost pomembne povezave med področji življenja. S tem se seveda približamo razvijanju spretnosti za prihodnost, kot jih npr. vidi OECD (Learning Compass 2030) in postavljamo poučevanje tujih jezikov v neko novo vlogo, ki presega ustaljene predstave o razvijanju jezikovnih spretnosti. Ključne besede: poučevanje, tuji jeziki, gradivo, medkulturno zavedanje, literarna besedila 164 TEACHING FOREIGN LANGUAGES AND DEVELOPING SKILLS FOR THE FUTURE, USING THE EXAMPLE OF SECONDARY SCHOOL MATERIALS NATAŠA BAUMAN1 & ALJA LIPAVIC OŠTIR2 1 Srednja ekonomska šola in gimnazija Maribor, Slovenia 2 Filozofska fakulteta, Univerza v Mariboru, Slovenia natasa.bauman@ses-mb.si, alja.lipavic@um.si ABSTRACT In the teaching of foreign languages, whatever the language and whatever the level, we are trapped in various patterns, most notably in recent decades in the Common European Framework of Reference for Languages (CEFR). This framework is undoubtedly an excel ent tool and a wel -thought-out signpost that helps us as teachers to develop al our foreign language skil s. Given its dominant role, we ask ourselves whether CEFR, while developing language skills, also sufficiently enables us to acquire knowledge in a way that exposes us to cognitive chal enges that go beyond the content of foreign language teaching. By this we mean the content of other subjects, cross-curricular themes and what in everyday life we call general awareness and general competences for the future. To the extent that CEFR al ows us to make such links, this once again demonstrates its excel ence and usefulness. In this paper, we wil use the example of materials for teaching German as FL2 or FL1 in secondary schools, based on the principles of the TILKA concept, to show how CEFR-based and CEFR-derived materials can also be a tool for developing intercultural awareness and integration. The use of such materials keeps the student in touch with literary texts (whether foreign or domestic) and puts the student at the forefront as the main “actor” or “creator” of the action in the lesson itself. The teacher motivates, moderates, directs, evaluates as the actual learning process requires. At the same time, we wil use the same material to show how appropriate cognitive chal enges cannot only be motivating, but also help students to make important connections between areas of life for the future. This of course brings us closer to the development of skil s for the future, as seen for example by the OECD (Learning Compass 2030), and puts foreign language teaching in a new role, beyond the established notions of language skil s development. Key words: teaching, foreign languages, materials, intercultural awareness, literary texts 165 MULTISENZORNO SPOZNAVANJE TUJIH JEZIKOV IN KULTUR V ZGODNJEM OTROŠTVU NATAŠA GOBEC Osnovna šola Dobje, Slovenija natasa.gobec@osdobje.si POVZETEK Na Osnovni šoli Dobje, in sicer v vrtcu Dobje, smo se leta 2019 pridružili Erasmus+ projektu Discover and share. Sodelovanje s projektnimi partnerji iz petih evropskih držav nam je tako učiteljem, kot tudi varovancem 2. starostnega obdobja in kasneje učencem 1. in 2. razreda, odprlo okno v nekatere evropske kulture. Multisenzorno učenje o tujih kulturah in istočasno tudi jezikih je pri vseh vključenih spodbudilo radovednost in željo po vzpostavitvi pozitivnega medkulturnega dialoga. Projekt, ki vključuje učence in učitelje iz Slovenije, Francije, Poljske, Estonije, Turčije in Cipra, temelji na ideji o gradnji in razvoju evropskega državljanstva in evropskih kompetenc med otroki, njihovimi starši in učitelji. Slednja je za kulturno homogeno okolje, v katerem bivamo, izjemnega pomena in edinstvena priložnost za spodbujanje pozitivnega odnosa do tujih kultur. Na podlagi državnih simbolov, književnih, umetnostnih, glasbenih del in kulturne dediščine, so najmlajši vključeni spoznavali lasten in tuj jezik ter kulturo. Na ta način so ozaveščali in krepili nacionalno in evropsko pripadnost. Istočasno so vzgojitelji in učitelji delili in izmenjavali primere dobrih praks, jih primerjali in nenazadnje nadgrajevali profesionalne in tuje jezikovne ter multikulturne spretnosti. Ključnega pomena pri prenosu informacij in vzpostavitvi stikov pa ni imelo le znanje tujega jezika, temveč tudi informacijsko - komunikacijska tehnologija. Snemanje fotografij, posnetkov in vzpostavitev videokonferenčnih srečanj nam je omogočilo vpogled v avtentične situacije in izvedbo med vrstniških srečanj na daljavo. S sodelovanjem v projektnih aktivnostih in vzpostavitvijo medkulturnega dialoga smo marsikateremu otroku omogočili prvo srečanje s tujo kulturo oz. jezikom, odraslim pa odstranitev morebitnih negativnih stereotipov o tujih kulturah. Ključne besede: senzibilizacija, večjezičnost, multikulturnost, strokovni napredek učiteljev, informacijsko-komunikacijska tehnologija 166 MULTISENSORY LEARNING ABOUT FOREIGN LANGUAGES AND CULTURES IN EARLY CHILDHOOD NATAŠA GOBEC Osnovna šola Dobje, Slovenia natasa.gobec@osdobje.si ABSTRACT At Primary School Dobje, more specifically Kindergarten Dobje, we joined the Erasmus+ Discover and share project in 2019. Working with project partners from five European countries opened a window into some European cultures for our teachers, as wel as for the children of the 2nd age group and later for the pupils of Grade 1 and 2. Multisensory learning about foreign cultures and languages at the same time stimulated curiosity and the desire to establish a positive intercultural dialogue in those involved. The project, involving pupils and teachers from Slovenia, France, Poland, Estonia, Turkey and Cyprus, is based on the idea of building and developing European citizenship and European competences among children, their parents and teachers. The latter is of paramount importance for the cultural y homogeneous environment we live in and a unique opportunity to foster positive attitudes towards foreign cultures. On the basis of national symbols, literary, artistic, musical works and cultural heritage, the youngest children involved learnt about their own language and culture and a foreign one. In this way, they raised awareness and strengthened their national and European belonging. At the same time, educators and teachers shared and exchanged examples of good practice, compared them and, last but not least, improved their professional and foreign language and multicultural skil s. Not only foreign language skil s, but also information and communication technology were key to information transfer and networking. Taking photographs, videos and setting up videoconference meetings al owed us to see authentic situations and to conduct peer-to-peer meetings remotely. By participating in project activities and establishing intercultural dialogue, we have enabled many children to have their first encounter with a foreign culture or language, and adults to remove possible negative stereotypes about foreign cultures. Key words: sensitisation, multilingualism, multiculturalism, teachers’ professional development, information and communication technology (ICT) 167 INOVATIVNO JEZIKOVNO POUČEVANJE - SLOVNIČNO KOLO IVANA ĐUROVIĆ Osnovna šola dr. Vita Kraigherja, Slovenija ivvanna.lj@gmail.com POVZETEK V prispevku bo predstavljen inovativen način poučevanja angleščine v 6. razredu osnovne šole z uporabo učnega pripomočka »slovnično kolo«. 6. razred je tista prelomna točka pri učenju angleščine, ko učenci napredujejo od širjenja besedišča do tvorjenja osnovnih stavčnih struktur, ki potem služijo kot osnova in temelj vsemu nadaljnjemu učenju jezika. Na tej stopnji je še popolnoma normalno, da učenci razmišljajo v slovenščini, zato sem iskala načine, kako spremeniti njihov pristop k učenju angleščine. Da bi presegli zatekanje k prevajanju slovenskih besed v notranjem dialogu, sem jih poskusila preusmeriti k vizualni predstavi točno določenih delov sestavljanke, ki tvorijo slovnično pravilna vprašanja v času Present Simple. Slovnično kolo je sestavljeno iz treh med seboj neodvisno vrtljivih nivojev, ki so tudi barvno kodirani, s čimer so jasno ponazorjeni ujemajoči se deli. Z uporabo slovničnega kolesa se tako tvorba vprašanj spremeni v preprosto igrivo matematiko 1 + 1 + 1. Vizualni in kinetični dražljaj zaposlita učenčeve možgane, da preneha razmišljati v slovenščini. Ena od mojih učenk je slepa od rojstva. Ta pristop tudi zanjo ni bil ovira, saj sva prilagojeno slovnično kolo izdelali z uporabo Braillovega stroja in folije. Tu manjka vizualni vidik kolesa, ki je barvno kodirano, a sva to presegli z dodatkom določenih znakov. Naše kolo bodo učenci, še posebej šibkejši, lahko uporabljali do konca šolanja, saj je uporabno tudi za skoraj vse ostale čase. Za tak pristop sem se odločila, ker angleščina ni sorodni jezik slovenščini in je za uspešno poučevanje tujega jezika v tem primeru boljše, da se kognitivno jezika popolnoma ločita. Šele, ko bodo učenci začeli razmišljati v angleščini, bo možno ponovno iskati stične točke med jezikoma. Ključne besede: inovativno poučevanje, učni pripomočki, vizualno in kinestetično 168 INNOVATIVE LANGUAGE TEACHING – GRAMMAR WHEEL IVANA ĐUROVIĆ Osnovna šola dr. Vita Kraigherja, Slovenia ivvanna.lj@gmail.com ABSTRACT This paper wil present an innovative way of teaching English in the Grade 6 of primary school using the teaching tool Grammar Wheel. Grade 6 is the turning point in learning English, when pupils progress from expanding their vocabulary to forming basic sentence structures, which then serve as the basis and foundation for al further language learning. At this stage, it is stil quite normal for pupils to think in English, so I have been looking for ways to change their approach to learning English. In order to go beyond the resort to translating Slovene words in internal dialogue, I tried to redirect them towards a visual representation of the precise parts of the puzzle that make up grammatically correct questions in the Present Simple tense. The grammar wheel consists of three independently rotating levels, which are also colour coded to clearly il ustrate the matching parts. Using the Grammar Wheel, the formation of questions is thus transformed into a simple playful maths game of 1 + 1 + 1. The visual and kinetic stimulus engage the learner’s brain to stop thinking in Slovene. One of my students has been blind since birth. This approach was not a barrier for her either, as we made a customised grammar wheel using a Brail e machine and foil. The visual aspect of the wheel, which is colour coded, is missing here, but we overcame this by adding certain characters. Our wheel wil be usable for the rest of their schooling, especial y for the weaker students, as it is also usable for almost al other tenses. I chose this approach because English is not a related language to Slovene and in this case, it is better to keep the two languages completely separate cognitively in order to successfully teach a foreign language. Only when the students start thinking in English wil it be possible to find the points of contact between the two languages again. Key words: innovative teaching, teaching aids, visual and kinaesthetic 169 PRAVI ALI LAŽNI PRIJATELJI – O TERMINOLOGIJI SORODSTVENIH RAZMERIJ V SRBŠČINI IN SLOVAŠČINI TIJANA STOJANOVIĆ Filozofska fakulteta, Slovenija tijanadstojanovic@gmail.com POVZETEK V prispevku se bomo ukvarjali s terminologijo sorodstvenih razmerij v srbskem in slovaškem jeziku. Glede na to, da gre za dva tesno sorodna jezika, je naravno pričakovati veliko število leksemov, katerih forma in pomen sovpadata. Vendar, pri parih, kot sta srbščina in slovaščina, ki imata skupno poreklo, se lahko pojavljajo tudi leksemi, ki so formalno enaki ampak pomensko nepovezani. Ali gre za pojav, ki se tudi pojavlja v terminologiji sorodstvenih razmerij, smo poskušali ugotoviti z metodo primerjalne analize. Cilj naše raziskave je bil ugotoviti razmerje med pravimi in lažnimi prijatelji v srbskem in slovaškem jeziku. Osredotočili smo se na iskanje leksemov, ki jih smatramo za lažne jezikovne prijatelje (in jim pravimo tudi medjezični homonimi ali paronimi) in odkrivanje, kako je do tega prišlo. Spraševali smo se, ali gre za besede slovanskega izvora ali (mednarodne) besede, ki so bile prevzete iz tretjega (klasičnega ali svetovnega) jezika in v tem primeru – ali so te besede vstopile v srbski in slovaški jezik z različnimi pomeni ali so kasneje, po vstopu, razvile različne pomene. Rezultat naše raziskave je kratka leksikalno-semantična študija. Raziskavo smo izvedli na korpusu obstoječih enojezičnih slovarjev ter dvojezičnega srbsko-slovaškega in slovaško-srbskega slovarja Emila Horaka. Ključne besede: razumevanje med sorodnimi jeziki, pravi prijatelji, lažni prijatelji, medjezični homonimi, medjezični paronimi, srbščina, slovaščina, terminologija sorodstvenih razmerij 170 TRUE OR FALSE FRIENDS – ON THE TERMINOLOGY OF KINSHIP IN SERBIAN AND SLOVAK TIJANA STOJANOVIĆ Filozofska fakulteta, Slovenia tijanadstojanovic@gmail.com ABSTRACT In this paper we will deal with the terminology of kinship relations in Serbian and Slovak. Given that these are two closely related languages, it is natural to expect a large number of lexemes whose form and meaning coincide. However, in pairs such as Serbian and Slovak, which share a common origin, there may also be lexemes that are formally identical but semantically unrelated. We have tried to determine whether this is a phenomenon that also occurs in kinship terminology by using the method of comparative analysis. The aim of our research was to establish the relationship between true and false friends in Serbian and Slovak. We focused on finding lexemes that are considered to be false linguistic friends (and are also called cross-linguistic homonyms or paronyms) and discovering how this came about. We asked ourselves whether these words were of Slavic origin or (international) words that were taken over from a third (classical or world) language, and in this case – whether these words entered the Serbian and Slovak languages with different meanings or whether they developed different meanings afterwards, after their entry. The result of our research is a short lexical-semantic study. The research was carried out on the corpus of existing monolingual dictionaries and the bilingual Serbian-Slovak and Slovak-Serbian dictionary by Emil Horak. Key words: understanding between related languages, true friends, false friends, cross-linguistic homonyms, cross-linguistic paronyms, Serbian, Slovak, kinship terminology 171 MEJE MOJEGA JEZIKA SO MEJE MOJEGA SVETA MOJCA KACJAN Osnovna šola Polzela, Slovenija mojcak@osnovna-sola-polzela.si POVZETEK Kot učiteljica angleščine in nemščine na osnovni šoli v ospredje sicer postavljam oba omenjena jezika, a pri svoji pedagoški praksi učencem vzbujam zavest tudi za druge jezikovne poti. Velik poudarek dajem jezikom učencev tujcev, ki se izobražujejo pri nas; spodbujam jih, da nam svoj jezik predstavijo, da ga spoznamo, se o njem učimo, ga uporabljamo v enostavnih besednih zvezah. Učenci tujci so v različnih razredih brali pravljice v svojem jeziku in tako pokazali, kar znajo oni, česar mi ne, znotraj oddelčne skupnosti pa smo knjižno predlogo Jaz avtorja Philipa Waechterja prevedli v dva dialekta albanščine, bosanski jezik, hrvaščino in angleščino. Z jezikovnimi karticami smo opremili tudi razrede, kar je pripomoglo tudi k boljši vključenosti učencev v oddelčne skupnosti. Učence seznanjam tudi z jeziki, s katerimi se ne srečujejo pogosto. Tako smo spoznali slovenski znakovni jezik ter svet gluhih in naglušnih, preizkusili pa smo se tudi v branju brajice ter raziskovali, ali je naš kraj prilagojen svetu slepih. Učencem skušam dokazati, da gredo jeziki z roko v roki tudi z drugimi vsebinami, zato pri jezikovnem pouku veliko časa namenjamo inovativnemu jezikovnemu poučevanju in jezikovno integriranemu učenju. Lotili smo se spoznavanja geometrijskih likov in teles, merskih enot, zdrave prehrane, slovenskih književnikov, zgodovinskih obdobij, držav po svetu, ekoloških vidikov življenja in še kaj. S pomočjo IKT tehnologije skušam učence privesti do spoznanja, da poleg materinščine in angleščine obstajajo tudi drugi jeziki. Tako smo spoznali že različne jezike sveta, od italijanščine, nizozemščine, kitajščine, francoščine, ruščine …, učenci pa so med jeziki našli sorodstvena razmerja in jih razporedili v jezikovne družine. Ključne besede: večjezičnost, inovativnost, IKT, prebujanje za jezike, različni pristopi 172 THE LIMITS OF MY LANGUAGE ARE THE LIMITS OF MY WORLD MOJCA KACJAN Osnovna šola Polzela, Slovenia mojcak@osnovna-sola-polzela.si ABSTRACT As a teacher of English and German at primary school, I focus on both languages, but in my teaching practice I also make my pupils aware of other linguistic paths. I place great emphasis on the languages of the foreign pupils who with us in the class; I encourage them to present their language to us, to get to know it, to learn about it, to use it in simple phrases. The foreign pupils read fairy tales in their own language in different classes to show what they know and what we do not, and within the departmental community we translated the book template I by Philip Waechter into two dialects of Albanian, Bosnian, Croatian and English. Language cards were also provided to classrooms, which also helped to better integrate pupils into the departmental communities. I also introduce pupils to languages they do not often encounter. We learnt about Slovene sign language and the world of the deaf and hard of hearing, we tried reading Brail e and we explored whether our place is adapted to the world of the blind. I try to show my pupils that languages go hand in hand with other subjects, which is why we spend a lot of time on innovative language teaching and language-integrated learning in language classes. We have started to learn about geometric figures and solids, units of measurement, healthy eating, Slovenian writers, historical periods, countries around the world, ecological aspects of life and much more. With the help of ICT, I try to make the pupils realise that there are languages other than their mother tongue and English. We have already learnt about the different languages of the world, from Italian, Dutch, Chinese, French, Russian, etc., and the pupils have found relationships between languages and put them into language families. Key words: multilingualism, innovation, ICT, awakening to languages, different approaches 173 DELJENJE SPODBUDNE PRAKSE: POIZKUSNI DUOLINGO TER JEZIČNA KNJIŽICA ELENA MARIJANA STANKO Osnovna šola Stari trg ob Kolpi, Slovenija elena.stanko@guest.arnes.si POVZETEK V času, ko se je na slovenskih šolah aktivno poznavanje angleškega jezika z izjemno hitrostjo pomaknilo na sam začetek osnovnošolskega izobraževanja, raven zahtevnosti ter tekočnosti pa z gotovostjo, postopno, pristaja v vse nižjih razredih (onkraj meja predmetne stopnje), se hkrati na slovenskih šolah šola vse več učenec tujcev/ priseljencev. Iz slednjega izhaja osupljivo spoznanje, da je oziroma postaja vse več naših učencev večjezičnih, s tem pa tudi naše šole. Pojavijo se vprašanja: Na kakšen način lahko takšen proces kot učitelji podpremo? Ali bi nas pretirana prisotnost tujih jezikov v vsakdanjem življenju morala skrbeti? Kako poiskati ter utrditi ravnovesje med lastno jezikovno ter kulturno identiteto ter tujo? OŠ Bičevje, v Ljubljani, ni bila osamljen primer, kjer so se na nov šolski okoliš privajali učenci iz različnih držav, oziroma, so jo obiskovali učenci iz mešanih, tujejezičnih zakonov. Predvsem učenci tujci/priseljenci so se ob prihodu soočali z različnimi jezikovnimi zvrstmi, s prvim tujim jezikom ter morda fakultativno še z dodatnim. Zanima me: Kaj lahko učitelj stori za uspešen prehod učencev v novo jezikovno ter kulturno okolje? V odgovor: Na Osnovni šoli Bičevje se je, ob izredni podpori, intenzivno ter uspešno delalo z učenci tujci/priseljenci. Kot poizkus, z okusom po globalni vasi oz. mednarodnem razredu pa se je za močnejše učence oblikovala interesna dejavnost Poizkusni duolingo ali ¡Spanglish!, kjer so se slednji učili osnov španskega jezika; vlogo slovenskega jezika - kot jezika medija - pa je prevzel angleški jezik. Zvedavi učenci odmaknjene in čisto majcene šole, Stari trg ob Kolpi, so spodbudili ustvarjanje Jezične knjižice. Namen le-te je, da raste in nastaja skozi daljše obdobje ter da z njeno pomočjo učenci raziskujejo različne jezike/kulture ter tako potujejo po svetu. S svojo živo domišljijo krepijo povezovanje s svetom, ki jih še čaka ter gradijo zaupanje vase, kot učenci življenja. Kako lahko pomagamo učencu v procesu privajanja na novo jezikovno ter kulturno okolje? Na kakšen način lahko v šoli poustvarimo globalno okolje? Kako lahko učence navdušimo nad svetom, ki je vse bolj povezan? Pričujoča predstavitev osvetli nekaj praktičnih predlogov. Ključne besede: slovenske šole, tujci/ priseljenci, večjezičnost, medkulturnost, identiteta, povezovanje, zaupanje 174 SHARING GOOD PRACTICE: EXPERIMENTAL DUOLINGO AND CHATTY-CATHY ELENA MARIJANA STANKO Osnovna šola Stari trg ob Kolpi, Slovenia elena.stanko@guest.arnes.si POVZETEK At a time when in Slovenian schools active knowledge of the English language has moved at an unprecedented speed to the very beginning of primary education, and the level of complexity and fluency is surely, gradual y reaching lower and lower grades (beyond the boundaries of the subject level), at the same time more and more foreign/immigrant pupils are being educated in Slovenian schools. This leads to the striking realisation that more and more of our pupils are, or are becoming, multilingual, and thus so are our schools. The questions arise: How can we as teachers support this process? Should we be concerned about the excessive presence of foreign languages in everyday life? How can we find and consolidate a balance between our own linguistic and cultural identity and that of others? Primary School Bičevje in Ljubljana was not an isolated case of pupils from different countries getting used to a new school environment, or of pupils from mixed, foreign-language marriages attending the school. In particular, foreign/immigrant pupils were confronted with different language genres on arrival, with a first foreign language and perhaps an optional additional one. What I am therefore interested in is the following question: what can a teacher do to ensure that pupils make a successful transition to a new linguistic and cultural environment? As a possible answer: At Primary School Bičevje, with extraordinary support, there has been intensive and successful work with foreign/immigrant pupils. As an experiment, with a taste for the global village or international classroom, an extracurricular activity for the linguistically stronger pupils was created, called Experimental Duolingo or ¡Spanglish!, where these pupils learned the basics of the Spanish language; the role of the Slovene language - as the language of the medium - was taken over by English. The curious pupils of the remote and tiny school, Primary School Stari trg ob Kolpi, encouraged the creation of the Chatty-Chatty language booklet. The aim is for it to grow and develop over a long period of time and for pupils to explore different languages/cultures and thus travel the world. They use their vivid imaginations to strengthen their connections to the world that lies ahead and build their confidence as learners of life. How can we help learners in the process of adapting to a new language and cultural environment? How can we recreate a global environment in school? How can we get the students excited about an increasingly connected world? This presentation highlights some practical suggestions. Key words: Slovene schools, foreigners/immigrants, multilingualism, interculturality, identity, integration, trust 175 ŠVICA KOT STIČIŠČE ROMANSKEGA IN GERMANSKEGA SVETA POLONA MIHALIČ BIRSA Osnovna šola Koper, Slovenija polona.mihalic-birsa@guest.arnes.si POVZETEK Prispevek predstavlja primer večjezičnega pouka pri izbirnih predmetih nemščina in francoščina v tretjem vzgojnoizobraževalnem obdobju osnovne šole. Avtorica prispevka poučuje v šoli, ki je partnerska šola v projektu Jeziki štejejo. Skupaj s sodelavko sta učence, ki obiskujejo izbirna predmeta nemščine in francoščine, spodbudili k raziskovanju večjezične in večkulturne Švice. Izhodišče za bili materiali v učbeniških gradivih, kjer je jezik preprost in jezikovne strukture prilagojene jezikovnim zmožnostim učencev. Tako so učenci lahko novo pridobljeno znanje uporabili na avtentičnih besedilih predvsem na spletu. Cilji raziskovanja so bili jezikovna raznolikost, sobivanje različnih narodov, geografija, zgodovina, turistična in kulinarična ponudba Švice. Dopolnili so ga z delom pri projektu Erasmus. Učenci so pri nemščini in francoščini pripravili predstavitev nemško govorečih oz. frankofonskih kantonov za svoje sošolce iz druge skupine, poiskali so ustrezno slikovno podporo, da so sošolci lahko sledili njihovi predstavitvi. Sami so izrazili potrebo, da za sošolce pripravijo tudi kratek slovarček izrazov ter kratek povzetek v slovenščini. Odkrivanje Švice je bilo povezno s še enim pomembnim dogodkom za lokalno skupnost. Koper je namreč z donacijo iz koncertne dvorane Tonhal e iz Züricha, dobil največje sakralne orgle v Sloveniji in v tem delu Evrope. Poleg močnega poudarka k razvijanju strpnosti, je skupni projekt prinesel pozitivne učinke tudi na jezikovno zmožnost učencev. Tudi najbolj zadržani učenci so se zelo sprostili pri predstavitvi, saj so vedeli, da druga skupina ni jezikovno vešča in ne more biti pozorna na njihove napake. Obenem sta bili obe skupini navdušeni nad jezikovnim potopom. Nekaj učencev se je navdušilo, da se bi v prihodnosti naučili tudi jezika, s katerim so se pri predstavitvi srečali. Ključne besede: medkulturnost, sožitje, jezikovni potop, vrstniško poučevanje, Ioannes Kapodistrias, Švica 176 SWITZERLAND AS A MEETING POINT BETWEEN THE ROMAN AND GERMANIC WORLDS POLONA MIHALIČ BIRSA Osnovna šola Koper, Slovenia polona.mihalic-birsa@guest.arnes.si ABSTRACT This paper presents an example of multilingual teaching in the elective subjects German and French in the third educational period of primary school. The author of the paper teaches in a school which is a partner school in the Languages Matter project. Together with her col eague, she encouraged pupils taking German and French as elective subjects to explore multilingual and multicultural Switzerland. The starting point was the material in the textbooks, where the language is simple and the linguistic structures are adapted to the language abilities of the pupils. This al owed the pupils to apply their newly acquired knowledge to authentic texts, especially online. The objectives of the research were the linguistic diversity, the coexistence of different people, the geography, the history, the tourist and culinary offer of Switzerland etc. In German and French, the pupils prepared a presentation of the German-speaking or Francophone cantons for their classmates from another group, finding appropriate pictorial support so that their classmates could follow their presentation. They also expressed the need to prepare a short glossary of terms and a short summary in Slovene for their classmates. Discovering Switzerland was linked to another important event for the local community. Koper received the largest sacral organ in Slovenia and in this part of Europe, thanks to a donation from the Tonhal e concert hal in Zurich. In addition to the strong focus on developing tolerance, the joint project also had a positive impact on the pupils’ language skil s. Even the most reticent pupils relaxed a lot during the presentation, knowing that the other group was not linguistical y proficient and could not pay attention to their mistakes. At the same time, both groups were enthusiastic about the language immersion. A few of the pupils were enthusiastic about learning the language they had encountered in the presentation in the future. Key words: interculturality, coexistence, language immersion, peer teaching, Ioannes Kapodistrias, Switzerland 177 RAZVOJ JEZIKOVNE OZAVEŠČENOSTI IN JEZIKOVNE STRPNOSTI PRI POUKU SLOVENŠČINE Z DIJAKI SREDNJEGA STROKOVNEGA IN SREDNJEGA POKLICNEGA IZOBRAŽEVANJA Primeri iz učne prakse NATAŠA UJČIČ Srednja gozdarska in lesarska šola Postojna, Slovenija natasaujcic@yahoo.com POVZETEK Učitelj slovenščine mora v prvi vrsti slediti učnim ciljem pouka slovenščine, jasno izpostavljenim v katalogih znanj. Vsekakor pa je njegova naloga metodološko, didaktično in – kjer je to možno – vsebinsko pouk prilagoditi skupini in posameznikom v njej, z namenom doseči vse vzgojne in izobraževalne cilje pouka. V zadnjem desetletju opažamo porast števila tujejezičnih dijakov, vključenih v programe srednjega strokovnega in srednjega poklicnega izobraževanja; v prejšnjih letih smo v okviru dejavnosti projekta JeŠT na šoli izvedli različne raziskave – o maternem jeziku dijakov, odnosu do jezikov, tujejezičnih dijakov itd. – in prišli do zaključka, da je treba zaradi večjega odstotka dijakov, ki jim slovenščina ni materni jezik, sistematično urejati in poglabljati vzgojno-izobraževalno delo v oddelkih s ciljem jezikovne ozaveščenosti in strpnosti vseh vpletenih v učni proces. Hkrati je treba izboljševati samopodobo tujezičnih dijakov. Načinov, kako se povezovati z ostalimi jeziki, vzpostavljati večjezično izobraževanje, razvijati inovativne pristope k upoštevanju individualnih potreb dijakov z drugim maternim jezikom, razvijanje njihovih jezikovnih kompetenc in lastne pozitivne učne idr. samopodobe, je veliko. Izpostavljenih je le nekaj primerov učne prakse, izvedenih v zadnjih dveh šolskih letih in ocenjenih kot didaktično in ciljno uspešne: Mladi prevajalci, Iskanje znanih besed na podlagi jezikovnih izkušenj, Domače branje v maternem jeziku tujejezičnega dijaka in v slovenščini, Etimološki slovar kot način povezovanja jezikovnih svetov, Večjezični kvizi. Ključne besede: slovenščina v srednjem poklicnem in strokovnem izobraževanju, jezikovna ozaveščenost, jezikovna strpnost, delo s tujejezičnimi dijaki, didaktični primeri, povezovanje jezikov 178 DEVELOPING LANGUAGE AWARENESS AND LINGUISTIC TOLERANCE IN SLOVENE LESSONS WITH STUDENTS OF TECHNICAL AND VOCATIONAL SECONDARY EDUCATION Examples from teaching practice NATAŠA UJČIČ Srednja gozdarska in lesarska šola Postojna, Slovenija natasaujcic@yahoo.com ABSTRACT A teacher of Slovene must first and foremost follow the learning objectives of teaching Slovene, which are clearly outlined in the catalogues of skil s. However, it is the teacher’s task to adapt the teaching methodological y, didactical y and - where possible - in terms of content, to the group and the individuals in it, in order to achieve all the educational objectives of teaching. In the last decade, we have seen an increase in the number of foreign language students enrolled in technical and vocational secondary education programmes; in previous years, as part of the activities of the Languages Matter project, we have carried out various surveys at the school - on students’ mother tongue, attitudes towards languages, foreign language students, etc. We have also studied the various research projects conducted in the past, including the surveys of pupils whose mother tongue is not Slovene, and have come to the conclusion that, in view of the higher percentage of pupils for whom Slovene is not their mother tongue, it is necessary to systematically organise and deepen the educational work in the departments, with the aim of raising the linguistic awareness and tolerance of all those involved in the learning process. The aim of the project is to improve the linguistic awareness and tolerance of al those involved in the learning process. At the same time, the self-image of foreign language pupils should be improved. There are many ways to integrate with other languages, to establish multilingual education, to develop innovative approaches to take into account the individual needs of students with a second mother tongue, to develop their linguistic competences and their own positive learning and self-image. The fol owing are just a few examples of teaching practice implemented in the last two school years and judged to be didactical y and purposefully successful: Young translators, Searching for familiar words based on language experience, Home reading in the mother tongue of a foreign language student and in Slovene, Etymological dictionary as a way of connecting language worlds, Multilingual quizzes. Key words: Slovene in secondary technical and vocational education, language awareness, language tolerance, working with foreign language students, didactic examples, linking languages 179 ANALIZA VELJAVNOSTI SPREJEMNEGA PREIZKUSA IZ FRANCOSKEGA JEZIKA ZA PROGRAME USPOSABLJANJA UČITELJEV V KANADI ROMAIN SCHMITT Université Laval, Kanada romain.schmitt@elul.ulaval.ca POVZETEK Čeprav je Kanada uradno dvojezična država, v kateri sta uradna jezika francoščina in angleščina, velja francoščina večinoma za manjšinski jezik, razen v provinci Quebec, kjer so bila vzpostavljena pravna sredstva (npr. zakon 101 iz leta 1977), s katerimi je kakovost francoščine zaščitena ali v nekaterih primerih izboljšana. V Quebecu se za spodbujanje znanja francoščine uporabljajo tudi jezikovni testi. V tem prispevku bomo predstavili analizo veljavnosti testa Test de Français Laval Montréal (TFLM), ki se uporablja kot merilo znanja francoskega jezika kandidatov, ki se prijavljajo na programe usposabljanja učiteljev na dveh večjih francosko govorečih kanadskih univerzah. Na podlagi Messickovega pojmovanja veljavnosti (1989) ta študija vsebuje podrobno primerjalno analizo značilnosti nalog TFLM glede na naloge, ki sestavljajo strokovni in akademski kontekst (Bachman in Palmer, 2010) programov za usposabljanje učiteljev, cilj pa je preveriti, ali je test primerno orodje za izbiro kandidatov in ali obstaja tveganje negativnih posledic njegove uporabe kot takega. Rezultati študije kažejo, da naloge in konstrukti TFLM ne ustrezajo jezikovnim potrebam v programih za usposabljanje učiteljev niti lastnostim, ki jih pri učiteljih išče quebeško ministrstvo za izobraževanje. Obravnavane so posledice v smislu negativnih posledic uporabe TFLM kot orodja za sprejem v programe za usposabljanje učiteljev. Ključne besede: programi za usposabljanje učiteljev, sprejemni testi, testi z visokimi ocenami, napovedna veljavnost 180 A VALIDITY ANALYSIS OF A FRENCH LANGUAGE ADMISSION TEST FOR TEACHER-TRAINING PROGRAMS IN CANADA ROMAIN SCHMITT Université Laval, Canada romain.schmitt@elul.ulaval.ca ABSTRACT Although Canada is officialy a bilingual country, with both French and English as official languages, French is mostly considered as a minority language, except in Quebec province, where legal means have been set in place (i.e., Bill 101, 1977) so the quality of French is protected or, in some cases, enhanced. Language tests are also used to encourage French proficiency in Quebec. In this communication, we wil present a validity analysis of the Test de Français Laval Montréal (TFLM) used as a measure of French language competence of candidates applying to teacher-training programs in two major French-speaking Canadian universities. Based on Messick’s conception of validity (1989), this study features a detailed comparative analysis of the tasks’ characteristics of TFLM in relation to the tasks that make up the professional and academic contexts (Bachman and Palmer, 2010) of teacher-training programs, the objective being to verify whether the test is an appropriate tool for the selection of applicants and if there is a risk of negative consequences of using it as such. The results of the study suggest that the tasks and constructs of TFLM do not correspond to the language needs in teacher-training programs, nor to the qualities sought in teachers as identified by Quebec Ministry of Education. The implications in terms of negative consequences of using the TFLM as an admissions tool for teacher-training programs are discussed. Key words: teacher training programs, admission tests, high-stakes tests, predictive validity 181 SPODBUJANJE LITERARNEGA BRANJA IN USTVARJANJA LITERATURE V LITERARNEM KROŽKU MARIJA TOPOLE & MAŠA TOPOLE Gimnazija in ekonomska srednja šola Trbovlje, Slovenija marija.topole@gess.si, masa.topole@gess.si POVZETEK Literarno branje in literarna zmožnost sta sestavini jezikovne pismenosti, zato sta temeljni zmožnosti in hkrati pomembni za permanentno učenje. V gimnazijskem in štiriletnem strokovnem izobraževanju se pri pouku slovenščine in angleščine obravnavajo krajša in daljša literarna dela, vendar pa so v kurikul uvrščena le besedila, ki sodijo v literarni kanon. Kljub številnim dokazanim pozitivnim učinkom branja raziskave kažejo, da priljubljenost literarnega branja med mladostniki upada. Zato si učitelji jezikov na vseh ravneh šolskega sistema prizadevamo, da bi dvignili zanimanje za literaturo in literarno branje. Temu so namenjene različne dejavnosti. Na Gimnaziji in ekonomski srednji šoli Trbovlje sva profesorici slovenščine in angleščine ugotavljali, da je eden od vzrokov za znižan interes za branje tudi v časovni odmaknjenosti besedil – dijaki namreč raje posegajo po sodobnejših besedilih, pri čemer je potrebno upoštevati dejstvo, da za današnje dijake mejnik za sodobnost predstavlja leto 2000. Zato smo za dijake, ki jih literatura zanima, pripravili literarni krožek, v katerem se srečujejo s sodobnimi literarnimi besedili v slovenščini in angleščini. Z različnimi dejavnostmi spodbujamo dijake k kritičnem branju, največji doprinos tega krožka pa je literarno ustvarjanje. Dijaki spoznavajo svoje literarno znanje s tvorbo novih literarnih besedil, pri čemer niso omejeni z izbiro literarnih zvrsti in vrst (pišejo poezijo, kratke zgodbe, daljše literarne sestavke), prav tako pa ne žanrov. Ker v krožku sodelujeva profesorici slovenščine in angleščine, lahko dijaki primerjajo različna besedila tudi glede jezika. Ključne besede: literarno branje, literarno ustvarjanje, interes za branje 182 ENCOURAGING LITERARY READING AND THE CREATION OF LITERATURE IN THE LITERATURE CIRCLE MARIJA TOPOLE & MAŠA TOPOLE Gimnazija in ekonomska srednja šola Trbovlje, Slovenia marija.topole@gess.si, masa.topole@gess.si ABSTRACT Literary reading and literary ability are components of language literacy and are therefore both fundamental and important for continuous learning. In grammar school and four-year vocational education, Slovenian and English classes deal with shorter and longer literary works, but only texts that belong to the literary canon are included in the curriculum. Despite the many proven positive effects of reading, research shows that the popularity of literary reading among adolescents is declining. Language teachers at all levels of the school system are therefore working to raise interest in literature and literary reading. Various activities are aimed at this. At the Trbovlje Gymnasium and secondary school of Economics, we, teachers of Slovene and English, have found that one of the reasons for the decreased interest in reading is the temporal distance of texts - students prefer more contemporary texts, bearing in mind that for today’s students, the year 2000 is a milestone for modernity. For this reason, we have organised a literature circle for students who are interested in literature, where they are exposed to contemporary literary texts in Slovene and English. Through various activities, we encourage students to read critical y, but the greatest contribution of this circle is literary creation. Students learn about their literary knowledge by creating new literary texts, and they are not limited in their choice of literary genres and types (poetry, short stories, longer literary compositions), nor in their choice of genres. As we have Slovenian and English teachers, the students can also compare different texts in terms of language. Key words: literary reading, literary creation, interest in reading 183 ČEZMEJNA MOBILNOST UČITELJEV – MODEL ZA SPODBUJANJE VEČJEZIČNOSTI IN MEDKULTURNOSTI V REGIJI KATICA PEVEC SEMEC Zavod Republike Slovenije za šolstvo, Slovenija pevec.katica@gmail.com POVZETEK Večjezičnost je pomemben element v življenju vsakega sodobnega posameznika in zanimiva tema različnih strokovnih, znanstvenih in političnih razprav. V prispevku predstavimo uresničevanje koncepta večjezičnosti in medkulturnosti, ki smo ga razvijali v okviru projektne prakse. Predstavljena praksa se nanaša na obmejno mobilnost, s katero spodbujamo razvoj sosedskih jezikov in spoznavanje kulture sosednje regije na obeh straneh meje. Model spodbujanja čezmejne mobilnosti je dodana vrednost za učence, učitelje, ožje in širše okolje. Učitelje spodbuja h krepitvi osebne in profesionalne rasti, zmožnosti medkulturnega zavedanja ter razvijanja jezikovne, didaktično metodične komunikacijske kompetence. Ključne besede: mobilni učitelji, model izobraževanja učiteljev, sosedski jeziki 184 CROSS-BORDER TEACHER MOBILITY - A MODEL FOR PROMOTING MULTILINGUALISM AND INTERCULTURALITY IN THE REGION KATICA PEVEC SEMEC Zavod Republike Slovenije za šolstvo, Slovenia pevec.katica@gmail.com ABSTRACT Multilingualism is an important element in the life of every modern individual and an interesting topic of various professional, scientific and political debates. In this paper we present the implementation of the concept of multilingualism and interculturality, which we have been developing in the framework of our project practice. The practice presented here concerns border mobility, which promotes the development of neighbouring languages and the learning of the culture of the neighbouring region on both sides of the border. The model of promoting cross-border mobility is an added value for pupils, teachers, the wider and narrower environment. It encourages teachers to strengthen their personal and professional growth, their capacity for intercultural awareness and the development of linguistic, didactic and methodological communicative competence. Key words: mobile teachers, teacher education model, neighbouring languages 185 MEDPREDMETNO OCENJEVANJE V VEČJEZIČNEM KONTEKSTU Z UPORABO IKT TINA ZENDZIANOWSKY ČAVŠ Osnovna šola Dobje, Slovenija tina.zcavs@osdobje.si POVZETEK Evropska jezikovna politika spodbuja in promovira razvoj individualnega znanja več jezikov. Tega se zavedamo tudi na Osnovni šoli Dobje, zato si prizadevamo ozavestiti pomen učenja in znanja več jezikov. Z namenom, da bi spodbujale večjezičnost in medkulturno sporazumevanje, smo se povezale učiteljice slovenščine, geografije in angleščine. Po temeljitem pregledu učnih načrtov smo prišle do zaključka, da bo naša skupna tema medpredmetnega poučevanja in na koncu tudi ocenjevanja Predstavitev države. S kolegicami smo želele preseči razlikovanje med jezikovnimi in nejezikovnimi predmeti ter z razvijanjem digitalnih kompetenc povezati različna predmetna področja. Učenci so v 7. razredu za medpredmetno ocenjevanje pripravili govorni nastop, v katerem so ob PowerPointu predstavili izbrano državo. Vse tri učiteljice smo morale skupaj doreči vsebino predstavitve, tesno pa smo sodelovale tudi pri oblikovanju in podajanju navodil, usklajevanju kriterijev ter spremljanju dela učencev v delovnem okolju Microsoft Teams. Ker so učenci predstavljali države Severne in Južne Amerike, kar je pri geografiji cilj v 8. razredu, prav tako pa imajo dovolj znanja za takšen govorni nastop v angleščini šele takrat, sva učiteljici geografije in angleščine ocenili predstavitve v angleščini tem istim učencem, ko so bili osmošolci. Celoten proces je temeljil na formativnem spremljanju, kjer se učenci zavedajo ciljev učnih ur, poglobljeno razmišljajo o svojem učenju, v e-zvezku zbirajo dokaze o svojem delu, kritično prijateljujejo s sošolci in svoja razmišljanja strnejo v samorefleksiji, učiteljice pa pri tem učence ozaveščajo o poti do cilja ter skupaj z učenci oblikujejo kriterije uspešnosti. Naš cilj je bil medpredmetno povezovanje, učenje več jezikov, uzaveščanje o pomenu jezikov, spodbujati večjezičnost in medkulturno sporazumevanje, da bi naši učenci cenili ter sprejemali kulturne in jezikovne razlike, ki obstajajo med nami. S takim pristopom smo želele tudi popestriti pouk in učencem dati nekaj, kar jim bo vsekakor koristilo v življenju. Jeziki namreč povezujejo ljudi, omogočajo spoznavanje drugih držav in kultur ter izboljšujejo medkulturno razumevanje. Ključne besede: medpredmetno ocenjevanje, večjezičnost, IKT, formativno spremljanje 186 CROSS-CURRICULAR ASSESSMENT IN A MULTILINGUAL CONTEXT USING ICT TINA ZENDZIANOWSKY ČAVŠ Osnovna šola Dobje, Slovenia tina.zcavs@osdobje.si ABSTRACT European language policy encourages and promotes the development of individual multilingual skil s. Primary School Dobje is aware of this, and we are working to raise awareness of the importance of learning and knowing several languages. In order to promote multilingualism and intercultural communication, we have teamed up with teachers of Slovene, Geography and English. After a thorough review of the curricula, we came to the conclusion that our common theme for cross-curricular teaching and, ultimately, for assessment would be ‘Presenting the country’. My colleagues and I wanted to go beyond the distinction between language and non-language subjects and to link the different subject areas by developing digital competences. For the cross-curricular assessment in Grade 7, the students prepared a speech presentation in which they presented their chosen country using PowerPoint. Al three teachers had to work together to agree on the content of the presentation, and we worked closely together to design and deliver the instructions, coordinate the criteria and monitor the students’ work in the Microsoft Teams environment. As the students were representing countries in North and South America, which is the target for geography in Grade 8, and as they only have enough knowledge to give such a speech in English at that time, we, the Geography and English teachers, assessed the presentations in English of the same students when they were in Grade 8. The whole process was based on formative monitoring, where students are aware of the objectives of the lessons, reflect deeply on their learning, collect evidence of their work in an e-notebook, befriend their classmates critical y and summarise their reflections in a self-reflection, while the teachers make students aware of the pathway to the goal and work with the students to develop performance criteria. Our aim has been to integrate cross-curricular activities, to learn several languages, to raise awareness of the importance of languages, to promote multilingualism and intercultural communication, so that our pupils appreciate and accept the cultural and linguistic differences that exist between us. This approach was also intended to enrich the classroom and to give the pupils something that wil definitely benefit them in their lives. Languages bring people together, al ow them to learn about other countries and cultures and improve intercultural understanding. Key words: cross-curricular assessment, multilingualism, ICT, formative monitoring 187 BRAJICA KOT ENA IZMED PISAV ZA ZAPISOVANJE SLOVENŠČINE NATAŠA ŠIPEK Gimnazija Jožeta Plečnika Ljubljana, Slovenija natasa.sipek@gjp.si POVZETEK Namen predstavitve je ponazoritev inovativne učne prakse poučevanja slovenščine, s katero se pri pouku: 1. krepi razločevanje med fonemi in črkami, s katerimi se ti zapisujejo, med govorjenim in zapisanim jezikom (tudi s pomočjo seznanitve dijakov s slovensko brajico); 2. ponovi temeljne pisave, s katerimi se je zapisovalo slovenščino skozi zgodovino do danes, 3. v skladu s paradigmo inkluzivne pedagogike dijake pouči o slepih ljudeh, ki besedila v slovenščini ne berejo v gajici, ampak v brajici, ter jih opozori na predsodke in na stereotipe v zvezi z njimi; 4. opozori dijake na pomen zapisanega jezika za vsakdanje življenje (že npr. pri najosnovnejših dejavnostih, kot je nakupovanje izdelkov v trgovini) in krepi njihov občutek za težave, s katerimi se srečujejo slepe osebe; 5. opozori dijake na pomen enakih pravic do branja knjig v slovenščini, kot jih imajo videči v gajici, tudi za slepe osebe v brajici. Predstavitev vsebuje konkretne primere aktivnosti med poukom, s katerimi se doseže navedene cilje: učiteljevo frontalno razlago o sami brajici; individualno reševanje delovnega lista, na katerem so primeri različnih pisav; delo v skupini, ko dijaki ugotavljajo resnice in zmote o slepoti; delo v dvojicah, pri katerem se dijaki preizkusijo v prepoznavanju brajice z vidom in s prstom; ogled poučnega filma o branju v brajici Brajica je zakon! na YouTubu itd. Namen in cilj predstavitve je tudi spodbuditi učitelje, da v duhu inkluzivne paradigme v svoj pouk vključujejo vsebine, povezane z osebami s posebnimi potrebami, saj to prispeva k ozaveščenim, strpnejšim posameznikom in posledično k pravičnejši družbi. Ključne besede: zapisovanje slovenščine, pisava, gajica, brajica, slepota, inkluzivna pedagogika 188 BRAILLE AS ONE OF THE SCRIPTS FOR WRITING SLOVENE NATAŠA ŠIPEK Gimnazija Jožeta Plečnika Ljubljana, Slovenia natasa.sipek@gjp.si ABSTRACT The aim of the presentation is to ilustrate an innovative teaching practice in Slovene language teaching, which: 1. reinforces the distinction between phonemes and the letters used to write them, between spoken and written language (also by introducing students to the Slovene Braille); 2. repeats the basic writing systems used to write Slovene throughout history until today; 3. emphasises the importance of the Slovene script in the teaching of Slovene language in accordance with the paradigm of inclusive pedagogy, teaches pupils about blind people who read texts in Slovene in Brail e rather than in Gaelic, and reminds them of the prejudices and stereotypes associated with them; 4. reminds pupils of the importance of the written language for everyday life; 5. reminds pupils of the importance of the same rights to read books in Slovene as sighted people in Gaelic, also for blind people in Brail e. The presentation contains concrete examples of activities during class to achieve the above objectives: the teacher’s frontal explanation of Braille itself; individual solving of a worksheet with examples of different writing systems; group work, where students identify truths and misconceptions about blindness; pair work, where students try to identify Brail e by sight and by finger; watching an educational film on Brail e reading Braille Rules! on YouTube, etc. The aim and objective of the presentation is also to encourage teachers to include content related to people with disabilities in their classrooms, in the spirit of the inclusion paradigm, as this contributes to more aware, tolerant individuals and, consequently, to a fairer society. Key words: writing in Slovene, writing system, Gaelic, Braille, blindness, inclusive pedagogy 189 JEZIKI IN KULTURE V NAŠEM ODDELKU (PRIMER DOBRE PRAKSE) MARTINA LESKOVEC Osnovna šola 8 talcev Logatec, Slovenija martina.leskovec@8talcev.si POVZETEK V prispevku želim predstaviti primer dobre prakse s ciljem prebujanja zanimanja učencev za spoznavanje drugih jezikov in kultur predvsem v okviru ur dodatnega pouka. Učni načrt nam predpisuje razvijanje primernega odnosa do maternega jezika in do drugih jezikov in kultur. Pri dodatnem pouku lahko te vsebine še nadgradimo. Predstavlja dobro motivacijo učencev za spoznavanje tujih jezikov in njim še neznanih kultur. V okviru projekta JEŠT ponujam učencem spoznavanje nekaterih evropskih jezikov preko oddelčnega projekta »Domišljija ne pozna meja«. Letošnji četrtošolci so v prvih nekaj urah spoznavali italijanščino in nemščino. V drugem delu projekta pa sem se glede na večje število učencev, ki prihajajo iz Bosne, Kosova in Albanije odločila, da te učence povabim k sodelovanju. Ti učenci so pri meni obiskovali ure slovenščine za tujce v drugem razredu. Po štirih letih šolanja so usvojili slovenščino do te mere, da lahko brez težav ustno in pisno komunicirajo. V oddelku se počutijo sprejete in zdel se mi je primeren čas, da ostali učenci bolje spoznajo tudi njihov jezik in kulturo. Zastavili smo si cilj, da sošolcem predstavijo svoj materni jezik, kulturo ter državo iz katere prihajajo. Ker pri dodatnem pouku sodelujejo tudi učenci, ki niso tujci, so bili le-ti vključeni v pripravo predstavitve kot njihovi tutorji. Pri načrtovanju predstavitve so sodelovali s predlogi in vprašanji. Ko je bila predstavitev pripravljena, so jo učenci na uri oddelčne skupnosti predstavili ostalim sošolcem. Odziv je bil res odličen. Pri tokratni dejavnosti so se med učenci razvile tudi nove socialne vezi. Pri učencih s tem projektom, še posebej pa s predstavljeno dejavnostjo razvijam jezikovno ozaveščenost oz. prebujanje za jezike, poleg tega pa spodbujam tudi medkulturni dialog ter razumevanje med sorodnimi jeziki. Jeziki in kulture učencev tujcev v oddelku so sicer občasno vključeni v sam učni proces tudi pri predmetu družba, večkrat pa tudi ob vsakodnevnih tako učnih, kot medvstniških situacijah in problemih. Če se učitelj zaveda, da so pred njim posamezni učenci, katerih domači jezik in kultura nista enaka večinski, lahko vedno najde trenutek za širjenje obzorja sebi in ostalim učencem v oddelku s tem, da vabi učence tujce k aktivnemu doprinosu k pouku z njihovimi izkušnjami in znanjem. Ključne besede: prebujanje za jezike, učenci tujci, dodatni pouk, razumevanje med sorodnimi jeziki Ključne besede: prebujanje za jezike, učenci tujci, dodatni pouk, razumevanje med sorodnimi jeziki 190 LANGUAGES AND CULTURES IN OUR DEPARTMENT (AN EXAMPLE OF GOOD PRACTICE) MARTINA LESKOVEC Osnovna šola 8 talcev Logatec, Slovenia martina.leskovec@8talcev.si ABSTRACT In this paper I would like to present an example of good practice with the aim of awakening pupils’ interest in learning about other languages and cultures, especially in the context of extra-curricular lessons. The curriculum requires us to develop appropriate attitudes towards our mother tongue and towards other languages and cultures. In the supplementary lessons, these contents can be further developed. It is a good motivation for pupils to learn about foreign languages and cultures they are not yet familiar with. In the context of the Languages Matter project, I offer pupils the opportunity to learn about some European languages through the departmental project “Imagination knows no boundaries”. This year’s Grade 4 pupils spent the first few lessons learning about Italian and German. In the second part of the project, I decided to invite students from Bosnia, Kosovo and Albania to participate, given the large number of pupils coming from these countries. These pupils attended Slovene for foreigners lessons in Grade 2. After four years of schooling, they have mastered Slovenian to the point where they can communicate oral y and in writing without any problems. They feel accepted in the class and I thought it was a good time for the other students to get to know their language and culture better too. We set ourselves the goal of introducing their mother tongue, culture and country of origin to their classmates. As non-foreign students also participate in the extra lessons, they were involved in the preparation of the presentation as their tutors. They were involved in the planning of the presentation with suggestions and questions. Once the presentation was ready, the pupils presented it to the rest of their classmates during the departmental community lesson. The response was really excel ent. This activity also created new social bonds between the pupils. Through this project, and especial y through the activity presented, I am developing language awareness or awakening to languages in the pupils, and I am also promoting intercultural dialogue and understanding between related languages. The languages and cultures of the foreign pupils in the department are sometimes integrated into the learning process itself, also in the subject of society, but often also in everyday situations and problems, both in the classroom and in the intercultural environment. If the teacher is aware that there are individual pupils whose home language and culture is not the same as of the majority, he or she can always find a moment to broaden the horizons to himself or herself and to the other pupils in the class by inviting the foreign pupils to actively contribute to the classroom with their experiences and knowledge. Key words: awakening to languages, foreign learners, supplementary instruction, understanding between related languages 191 ZAKAJ PRAVLJICE PRI POUČEVANJU TUJIH JEZIKOV BLANKA TOMŠIČ PREMRL Osnovna šola Pivka, Slovenija blanka.tomsic@guest.arnes.si POVZETEK Pripovedovanje zgodb sega v same začetke naše civilizacije. Znanje se je predajalo od ust do ust in širilo še stoletja. Otroci se že zelo zgodaj srečajo s pravljicami. Pripovedujejo jim jih starši, stari starši, vzgojitelji, kasneje tudi učitelji. Učiteljem tujih jezikov predstavljajo neskončno zakladnico idej. Skozi pravljice se učenci ne učijo le besedišča in slovničnih struktur, ki kasneje preidejo tudi v aktivno rabo jezika, ampak tudi moralnih vrednot. Vsaka pravljica predstavlja junake z zanimivimi lastnostmi, s katerimi se učenci poistovetijo ali pa jih obsojajo. Poleg jezikovnega vložka spodbudijo moralni čut, saj je ni pravljice, ki na koncu ne bi poskušala poslušalcu ali bralcu nečesa sporočiti. S pomočjo pravljic učenci razvijajo čut o tem, kaj je prav in kaj narobe. Neposredno pa spoznavajo tudi kulturo dežele, iz katere pravljica izvira. Pravljice spodbujajo domišljijo. Učenci pravljice vizualizirajo. S tem se spodbuja njihovo ustvarjalno plat. Poslušanje pravljic prav tako vpliva na koncentracijo in sposobnost učenčevega sprejemanja in razumevanja informacij. Pri izbiri pravljic mora biti učitelj pozoren na njihovo dolžino. Ta mora biti prilagojena učenčevi starosti. Iskati mora pravljice, ki vsebujejo jezikovne strukture, ki se ponavljajo, morebiti tudi rimajo. Vsebina mora poslušalca prevzeti, a vendar biti dovolj domača, da jo razume in da ga zahtevnost ne odvrne od poslušanja. Z raznimi aktivnostmi, ki sledijo poslušanju, pa učenec besedišče aktivno uporabi pri komunikaciji. V predstavitvi želim predstaviti, kako uporabiti pravljice pri poučevanju tujega jezika, predstaviti nekaj dejavnosti, ki sledijo poslušanju, in ugotoviti, kako se lahko prepletajo tudi z vsebinami drugih predmetov. Ključne besede: pravljica, poslušanje, dejavnosti 192 WHY FAIRY TALES IN FOREIGN LANGUAGE TEACHING BLANKA TOMŠIČ PREMRL Osnovna šola Pivka, Slovenia blanka.tomsic@guest.arnes.si ABSTRACT Storyteling goes back to the very beginning of our civilisation. Knowledge has been passed from mouth to mouth and spread for centuries. Children are exposed to fairy tales from a very early age. They are told stories by their parents, grandparents, educators and, later, teachers. For foreign language teachers, they are an endless treasure trove of ideas. Through fairy tales, pupils learn not only vocabulary and grammatical structures, which later become active language use, but also moral values. Each fairy tale presents characters with interesting qualities that pupils identify with or condemn. In addition to the linguistic input, they stimulate a moral sense, because there is no fairy tale that does not try to communicate something to the listener or reader at the end. Through fairy tales, pupils develop a sense of right and wrong. They also learn directly about the culture of the country from which the fairy tale originates. Fairy tales stimulate the imagination. Pupils visualise fairy tales. This encourages their creative side. Listening to fairy tales also influences concentration and the pupils’ ability to absorb and understand information. When choosing fairy tales, the teacher should pay attention to their length. It should be adapted to the age of the pupil. He or she should look for fairy tales that contain language structures that are repetitive, possibly even rhyming. The content must be engaging, yet familiar enough for the listener to understand and not be discouraged by the complexity. Through the various activities that fol ow the listening, the learner actively uses the vocabulary in communication. In this presentation, I want to show how to use fairy tales in foreign language teaching, to present some of the activities that follow listening and to see how they can also be interwoven with content in other subjects. Key words: fairy tale, listening, activities 193 KOOPERATIVNO ALI SODELOVALNO UČENJE (COOPERATIVE LEARNING): Uporaba pridobljenega znanja pri poučevanju angleščine v SSI in SPI ter spremljanje vključevanja in sodelovanja učno šibkejših PETRA ANDREJAŠIČ Srednja gozdarska in lesarska šola Postojna, Slovenija petra.andrejasic@gmail.com POVZETEK Kooperativno ali sodelovalno učenje (Cooperative learning) je sodobnejša oblika učenja, s katero sem se pobliže spoznala na strokovnem izobraževanju (Erasmus+) na Islandiji leta 2018 in pri kateri ne gre za običajno skupinsko delo, ki dopušča, da nekateri dijaki opravijo večino ali vse delo, medtem ko je vložek drugih minimalen oz. ga sploh ni. Pri sodelovalnem učenju je poudarek na štirih elementih, in sicer: 1. Pozitivni soodvisnosti (Positive interdependence) – dijaki, ki delajo skupaj, si pomagajo, saj za uspeh potrebujejo drug drugega. Z drugimi besedami – neuspeh posameznega dijaka pomeni neuspeh celotne skupine, saj posamezniku ni nudila zadostne podpore oz. pomoči; 2. Odgovornosti posameznika (Individual accountability) – odgovornost vsakega posameznika oz. vsakega izmed članov skupine za končni rezultat oz. uspeh. V ta namen je vsakemu članu skupine dodeljena svoja vloga oz. naloga; 3. Enakih možnostih sodelovanja (Equal participation) – vsi dijaki v skupini imajo enako zahtevno nalogo, imajo na voljo enako količino časa za izražanje mnenje, dobijo enako mero spodbude itd.; 4. Sočasni interakciji (Simultaneous interaction) – istočasna aktivna vključenost vseh članov skupin. Uspešno delo je seveda v veliki meri odvisno od kakovosti aktivnosti, v kateri dijaki sodelujejo. S tem je tudi njihova motivacija za delo bistveno večja. Taka učna oblika, kjer dela po 5 dijakov skupaj kot ekipa, dijake znotraj posamezne skupine zbliža, poveže, ker stremijo k istemu cilju. Nastane neko 'varno' okolje, kjer si tako rekoč upajo spregovoriti, se odpreti, prispevati svoj delež tudi tisti dijaki, ki se sicer pri obravnavi snovi, debati itd. samostojno praktično nikoli ne izpostavijo in jih je potrebno neposredno izzvati z vprašanjem. Ključne besede: kooperativno ali sodelovalno učenje, pozitivna soodvisnost, odgovornost posameznika, enake možnosti sodelovanja, sočasna interakcija 194 COOPERATIVE OR COLLABORATIVE LEARNING: Applying what you have learned in teaching English in SSI and SPI and monitoring the inclusion and participation of the weaker learners PETRA ANDREJAŠIČ Srednja gozdarska in lesarska šola Postojna, Slovenia petra.andrejasic@gmail.com ABSTRACT Cooperative learning is a more modern form of learning that I became familiar with during my Erasmus+ professional training in Iceland in 2018, which is not the usual group work, which al ows some students to do most or al of the work while others have minimal or no input. Collaborative learning focuses on four elements, namely: 1. Positive interdependence - students working together help each other because they need each other to succeed. In other words, the failure of an individual student means the failure of the whole group because the individual has not been given enough support or help; 2. Individual accountability - the responsibility of each individual or group member for the end result or success. To this end, each group member is assigned a role or task; 3. Equal participation - al students in the group have the same chal enging task, are given the same amount of time to express their opinions, are given the same amount of encouragement, etc.; 4. Simultaneous interaction - al group members are actively involved at the same time. Of course, the success of the work depends to a large extent on the quality of the activity in which the students participate. This also significantly increases their motivation to work. This learning format, where 5 students work together as a team, brings the students closer together within each group because they are working towards the same goal. It creates a ‘safe’ environment where even those students who would otherwise hardly ever speak up on their own when discussing material, debating etc. and need to be directly chal enged with a question, dare to speak up, open up, contribute. Key words: cooperative or collaborative learning, positive interdependence, individual responsibility, equal opportunities for participation, simultaneous interaction 195 “HEJ, TE BESEDE SO SI PODOBNE .. ” – VLOGA RAZUMEVANJA SORODNIH BESED IN IZPOSOJENK V PROCESU PRIDOBIVANJA BESEDIŠČA GAŠPER KVARTIČ Osnovna šola Milana Šuštaršiča, Slovenija gasper.kvartic@gmail.com POVZETEK Pomembna pomoč pri učenju tujega jezika je proces odkrivanja korelacij in podobnosti med našim maternim jezikom oziroma jezikom, ki ga dobro poznamo, in tujim jezikom. Takšne podobne elemente lahko najbolj neposredno odkrivamo v besedišču, kjer v primeru indoevropskih jezikov obstajata dva možna vira (ne naključne) podobnosti med pari leksemov: sorodne besede in izposojenke. Poglobljeno razumevanje obeh pojavov ključno prispeva k zavedanju skupne zgodovine indoevropskih jezikov in pomaga pri učenju besedišča. Sorodne besede v dveh jezikih si delijo sam izvor; skrivnostnost, ki jo občutimo, ko primerjamo besede, kot so mother (angl.) in mati (sln.), granum (lat.) in zrno (sln.), sistematično pojasnjuje akademsko področje indoevropskega primerjalnega jezikoslovja, ki kot njihovega prednika predpostavlja praindoevropski jezik. Izposojenke, kot so Schule (nem.) in šola (sln.), laboratory (ang.) in laboratorij (sln.), imajo svoj izvor v eni točki in se sčasoma preselijo na druga ločena jezikovna območja. Razumevanje takšnih primerov omogoča zgodovinsko zavedanje pojavov, ki neizmerno širijo našo humanistično občutljivost. Vloga razumevanja osnov latinščine in stare grščine v tem procesu je neprecenljiva, saj prav iz teh dveh klasičnih evropskih jezikov dobimo večino t. i. mednarodnega besedišča. Izobraževalni proces mora učencu zagotoviti ustrezno raven razumevanja teh dejstev in znanje za uporabo informacijske tehnologije, kot so fran.si, franček.si in wiktionary.org, za nadaljnje raziskovanje. In končno - to znanje o možnih izvorih podobnosti si lahko drznemo uporabiti pri drugih vidikih kulture, kot so sodobne vrednote, pravni sistem ali verska simbolika, s čimer spodbujamo globlje razumevanje naših načinov bivanja. Ključne besede: besedišče, sorodne besede, izposojenke, izvor podobnih besed, praindoevropščina, zgodovinsko jezikoslovje, primerjalno jezikoslovje, zgodovinska zavest, latinščina in grščina, izvor kulture 196 “HEY, THESE WORDS ARE SIMILAR . .” – THE ROLE OF UNDERSTANDING COGNATES AND LOANWORDS IN THE PROCESS OF ACQUIRING VOCABULARY GAŠPER KVARTIČ Osnovna šola Milana Šuštaršiča, Slovenia gasper.kvartic@gmail.com ABSTRACT A major aid when learning a foreign language is the process of discovering correlations and similarities between our maternal language, or one we know wel , and the foreign language. Such similar elements can most directly be discovered in the vocabulary, where, in the case of Indoeuropean languages, there exist two possible sources for the (non-accidental) similarity between pairs of lexemes: cognate words and loanwords. A deep understanding of both phenomena crucial y contributes to the awareness of the common history of Indoeuropean languages, and also aids with learning vocabulary. Cognate words in two languages share their very origin; the arcane quality that we feel when comparing words like mother (eng.) and mati (sln.), granum (lat.) and zrno (sln.) is sistematically explained by the academic field of Indoeuropean comparative linguistics which hypothesises the Proto-Indo-European language as their ancestor. Loanwords, like Schule (ger.) and šola (sln.), laboratory (ang.) and laboratorij (sln.) have their origin in a single point and move to other distinct linguistic areas overtime. Understanding such examples provides a historical awareness of phenomena which immensely broaden our humanist sensitivities. The role of understanding the basics of Latin and Ancient Greek in this process is invaluable, as it is from the two classical European languages that we obtain most of the so-cal ed international vocabulary. The educational process must provide the student with a suitable level of comprehension of these facts and the knowledge to make use of IT, such as fran.si, franček.si and wiktionary.org, for further research. Lastly – we may dare to apply this knowledge about the possible origins of similarity to other aspects of culture, such as modern values, the legal system, or religious symbolism, thereby fostering a deeper understanding of our ways of being. Key words: vocabulary, cognates, loanwords, origins of similar words, Proto-Indo-European, historical linguistics, comparative linguistics, historical awareness, Latin and Greek, origins of culture 197 “DOVOLITE MI, DA Z VAMI DELIM TA NOVI SVET” – OTROŠKA LITERATURA PRI POUČEVANJU ANGLEŠČINE KOT TUJEGA JEZIKA ENIKŐ NAGY-KOLOZSVÁRI Ferenc Rakoczi II Transcarpathian Hungarian College of Higher Education, Ukrajina nokine86@gmail.com POVZETEK Vrednost uporabe otroške literature (CHL), zgodb in tehnike pripovedovanja zgodb v učnih kontekstih je že dolgo priznana po vsem svetu (Bland & Lütge, 2015; Ellis & Brewster, 2014; Ghosn, 2013, etc.). So sestavni del kulture poučevanja, saj imajo otroci zgodbe radi že po svoji naravi. Otroška literatura, zgodbe, pesmi, rime in pesmice so bistveni elementi poučevanja maternega jezika. V zadnjem času pa se vse več učiteljev zaveda pomena uporabe CHL pri poučevanju angleščine kot tujega jezika. Te razmere so nas spodbudile, da smo raziskali uporabo CHL in odnos učiteljev tujih jezikov do nje. Ta študija se osredotoča na učitelje angleščine (N=118) v osnovnih in srednjih šolah v zahodnem ukrajinskem okrožju. Ugotovitve kvalitativne študije so pokazale, da imajo učitelji na splošno pozitiven odnos do uporabe otroške literature; zavedajo se njenih prednosti, vendar se upirajo njeni uporabi. Večina učiteljev tujih jezikov v svojih učilnicah ne uporablja otroške literature, ker je šolski kurikulum preveč natrpan in hiter, ker nimajo dostopa do ustrezne avtentične otroške literature ali ker jih v času študija niso učili, kako uporabljati avtentično otroško literaturo. Glede na ugotovitve bi bilo treba učitelje spodbujati k uporabi otroških knjig, čeprav univerzalne rešitve ni. Prvi predlog je, da šole pomagajo inštruktorjem, vendar bi bil velik korak naprej, če bi se ta metoda uporabljala tudi pri strokovnem izpopolnjevanju. Ključne besede: otroška književnost, poučevanje EFL, mladi učenci, Zakarpatija 198 “LET ME SHARE THIS WHOLE NEW WORLD WITH YOU” – CHILDREN’S LITERATURE IN TEACHING ENGLISH AS A FOREIGN LANGUAGE ENIKŐ NAGY-KOLOZSVÁRI Ferenc Rakoczi II Transcarpathian Hungarian College of Higher Education, Ukraine nokine86@gmail.com ABSTRACT The value of using children’s literature (CHL), stories, and the technique of storyteling in teaching contexts has long been acknowledged around the world (Bland & Lütge, 2015; El is & Brewster, 2014; Ghosn, 2013, etc.). They are part and parcel of the teaching culture because children love stories by their very nature. Children’s literature, stories, poems, rhymes, and songs are essential elements of mother tongue education. However, recently, an increasing number of teachers have realized the significance of using CHL in teaching English as a foreign language. This situation prompted us to investigate the use of CHL and foreign language teachers’ attitudes toward it. This study focuses on English language teachers (N=118) in primary and high schools in a western Ukrainian county. The qualitative study findings revealed that instructors have a generally positive attitude toward the usage of children’s literature; they are aware of its benefits yet resist employing it. The majority of foreign language teachers do not use children’s literature in their classrooms because the school curriculum is too congested and fast-paced, they lack access to appropriate authentic children’s literature, or they were not taught how to use authentic children’s literature during their university years. According to the findings, teachers should be encouraged to employ children’s books, albeit there is no universal solution. The first proposal is that schools help instructors, but it would be a big step forward if this method was also used in in-service training. Key words: children’s literature, teaching EFL, young learners, Transcarpathia 199 VKLJUČEVANJE UČENCEV V IZVAJANJE CLIL-A Z DODAJANJEM PRAKTIČNE VREDNOSTI LEA DERŽANIČ Osnovna šola Grm Novo mesto, Slovenija lea.derzanic@gmail.com POVZETEK Predstavitev prikazuje dobro učno prakso vključevanja CLIL-a v sklop pouka angleščine na temo nacionalnih parkov, ki vključuje ključne veščine 21. stoletja. Omenjena praksa razširi temo učnega načrta z vključitvijo veščin višje ravni Bloomove taksonomije in avtentične situacije. Obravnava teme CLIL ter IKT v večjezičnem izobraževanju. Osredotoča se na vsebinsko naravnane zaporedne ure, ki ponavadi podaljšujejo izkušnjo učenja jezika ter učencem zagotavljajo celovitejšo izobraževalno izkušnjo. Po učni uri angleščine, povezani z učnim načrtom in usmerjeni v slušno in bralno razumevanje, učenci ob upoštevanju širših učiteljevih smernic širijo svoje znanje o temi v skladu s svojimi posebnimi interesi. Načrtovanje avtentičnega tridnevnega izleta v želeni narodni park poteka v skupinah in nima omejitev glede lokacije, vendar ga je treba podrobno načrtovati z uporabo vse potrebne IKT - aplikacij, tujih spletnih rezervacij, izposojevalnic itd. Učenci morajo upoštevati vse vidike potovanja, kot so nastanitev, prevoz, obroki, poti, upravljanje financ, časovni razpored, ogledi in morebitne zdravstvene omejitve. Spodbujamo jih, da so čim bolj ustvarjalni in samostojni. Za predstavitev učinkovitosti uporabljene metodologije bo prikazan nazoren primer projektov učencev. Avtentična vsebina običajno sproži zanimanje učencev in jim nudi praktično vrednost v njihovem prihodnjem življenju, zato se v celoti vključijo v proces drugačne učne izkušnje. Ni presenetljivo, da so rezultati pokazali številne jezikovne, akademske in družbene koristi. Ključne besede: dobra učna praksa, CLIL, IKT, veščine 21. stoletja, vključevanje učencev, praktična vrednost, avtentične vsebine 200 ENGAGING STUDENTS IN CLIL BY ADDING PRACTICAL VALUE LEA DERŽANIČ Osnovna šola Grm Novo mesto, Slovenia lea.derzanic@gmail.com ABSTRACT The presentation shows a good teaching practice of incorporating CLIL into a set of English lessons on the topic of national parks, integrating crucial 21st-century skil s. It expands the syl abus topic by including the higher level skil s of Bloom’s taxonomy and an authentic situation. It addresses the themes of CLIL and Information and communication technology in plurilingual education. It focuses on the content-driven consecutive lessons which tend to both extend the experience of learning a language as wel as provide a more holistic educational experience for the students. Following a syl abus-related English lesson aiming at listening and reading comprehension, students are chal enged to expand their knowledge on the topic according to their specific interests, considering broad teacher’s guidelines. Planning an authentic 3-day trip to a desired national park is done in groups and has no limitations in terms of location, however, it must be planned in detail, using al the ICT necessary – the apps, foreign online booking, renting sites, etc. Students are asked to consider al the aspects of their trip, such as accommodation, transport, meals, routes, finance management, timeline, sightseeing and possible medical restrictions. They are encouraged to be as creative and independent as possible. A demonstrative example of students’ projects wil be displayed to present the effectiveness of the methodology used. The authentic content tends to trigger students’ interest, and offers practical value in their future life, hence, they ful y engage themselves in the process of a different learning experience. Not surprisingly, the outcomes have shown numerous linguistic, academic and social benefits. Key words: good teaching practice, CLIL, ICT, 21st century skills, engaging students, practical value, authentic content 201 KAKO SPODBUJATI JEZIKOVNO OZAVEŠČENOST SKOZI PROJEKT POMAHAJMO V SVET? KATARINA PROSENC Osnovna šola Zadobrova, Slovenija katarinaprosenc1@gmail.com POVZETEK Letos naša šola že četrto leto zapored sodeluje v mednarodnem projektu Pomahajmo v svet – Say Hel o to The World. Začeli smo z enim oddelkom, sedaj pa sodelujejo že štirje. V projekt so vključeni učenci prve triade. Namen projekta je med seboj preko videa povezati vrtce in šole, da si pomahajo in spoznajo prve tuje besede. Otroci si pokažejo, kako se igrajo, pojejo, kako živijo, kakšen jezik govorijo. Tako spoznavamo nove kulture in običaje in jih motiviramo, da presežejo stereotipe, predsodke in nestrpnosti do drugih. S tem prispevamo h kakovostnejšemu življenju, večji solidarnosti in strpnosti, še posebej sedaj, ko postaja svet bolj odprt in dostopen. Začeli smo tako, da smo slovenščini dodali angleščino, zdaj pa še nemščino in italijanščino, vedno pa tudi jezik naše šole partnerice. Teme, ki jih obravnavamo, se imenujejo »pet prstov«: to sem jaz (palec), jaz in moja družina (kazalec), jaz in moja šola (sredinec), jaz in moje mesto (prstanec) ter jaz in moja država (mezinec). S takšnim zgodnjim spoznavanjem tujih jezikov, bistveno vplivamo na otroke, na njihov razvoj, sprejemanje drugačnosti in na njihovo jezikovno ozaveščenost. Prav tako se je povečal vpis na jezikovna neobvezna izbirna predmeta. V prispevku bomo predstavili primer dobre prakse, in sicer projekt Pomahajmo v svet – Say Hel o to the World, v katerem naša šola sodeluje že četrto leto. Ključne besede: jezikovna ozaveščenost, zgodnje spoznavanje tujih jezikov, dobra praksa, projekt Pomahajmo v svet 202 HOW TO ENCOURAGE LANGUAGE AWARENESS THROUGH THE SAY HELLO TO THE WORLD PROJECT? KATARINA PROSENC Osnovna šola Zadobrova, Slovenia katarinaprosenc1@gmail.com ABSTRACT This is the fourth year in a row that our school has taken part in the international project Pomahajmo v svet - Say Hel o to The World. We started with one class, and now we have four. The project involves pupils in the first three years of school. The aim of the project is to connect kindergartens and schools by video, so they can wave to each other and learn their first foreign words. Children show each other how they play, sing, live, speak a language. This is how we learn about new cultures and customs and motivate them to overcome stereotypes, prejudices and intolerance towards others. In doing so, we contribute to a better quality of life, greater solidarity and tolerance, especially now that the world is becoming more open and accessible. We started by adding English to Slovenian, now German and Italian, and always the language of our partner school. The topics we cover are called the "five fingers": that's me (thumb), me and my family (index finger), me and my school (middle finger), me and my city (ring finger) and me and my country (little finger). By introducing children to foreign languages at an early age, we have a significant impact on their development, their acceptance of difference and their linguistic awareness. Enrolment in our two optional language courses has also increased. In this contribution, we wil present a good practice example, the Say Hel o to the World project, in which our school is participating for the fourth year. Key words: language awareness, early language learning, presentation of good practice, Say Helo to The World project 203 ČEZJEZIČNOST V UČILNICAH S POGLOBLJENIM UČENJEM KITAJŠČINE: O POMEMBNOSTI POMENA YING XIONG The Pennsylvania State University, Združene države Amerike yjx5168@psu.edu POVZETEK Za učence, ki ne poznajo znakovnih ali logoskladenjskih pisnih sistemov, predstavlja proces razvijanja pismenosti v pisani kitajščini in osmišljanja kitajskih znakov precejšen izziv pri učenju kitajščine. Medtem ko obstaja precej raziskav o verbalnih in neverbalnih virih pri učenju drugega jezika (L2) in L2 učilnicah (Kress et.al, 2001; Kress in van Leeuwen, 2001), prevajanje pa je bilo predlagano kot alternativna dvojezična pedagogika za potrjevanje repertoarjev in transnacionalnih izkušenj nastajajočih dvojezičnikov (npr. Creese in Blackledge, 2010; Hornberger in Link, 2012), prevajanje ni bilo dobro dokumentirano v učilnicah za učenje tujih jezikov K-12, kjer se večinoma učijo večinsko angleško govoreči učenci, ki doma niso izpostavljeni manjšinskemu jeziku (Zheng, 2021). V pričujoči študiji je raziskovalec raziskal možnosti prevajanja pri poučevanju in učenju kitajskih znakov v okviru dvojezičnih učilnic za učenje kitajskega jezika. Dve učilnici kitajščine kot tujega jezika (CFL) v javni šoli, povezani z univerzo, v srednjeatlantski regiji smo posneli na video in z analizo diskurza preučili jezikovno rabo na mikroravni obeh učiteljev CFL ter interakcijo med učitelji in učenci. Ugotovljeno je bilo, da učitelji CFL pri pouku kitajščine pogosto preklapljajo med jeziki in različnimi modalitetami, vključno z gestami, gibi telesa, risanjem in kontekstualnimi namigi, učenci pa uporabo več modalitet uzakonijo v kitajskem pisanju. Raziskovalec trdi, da se lahko pedagogika prevajanja učinkovito prilagodi omejenemu jezikovnemu znanju učencev in pomaga majhnim otrokom pridobiti konceptualno razumevanje kitajskih znakov ter sooblikovati pomen. Ključne besede: čezjezikovanje, kitajska imerzijska učilnica, učenje kitajskih znakov 204 TRANSLANGUAGING IN CHINESE IMMERSION CLASSROOMS: MAKING MEANING MATTER YING XIONG The Pennsylvania State University, United States yjx5168@psu.edu ABSTRACT For learners unfamiliar with character-based or logosylabic writing systems, the process of developing literacy in written Chinese and making sense of Chinese characters poses significantly challenges in Chinese learning. While there is a good deal of research on verbal and non-verbal resources in second language (L2) learning and L2 classrooms (Kress et.al., 2001; Kress & van Leeuwen, 2001), and translanguaging has been proposed as an alternative bilingual pedagogy to validate emergent bilinguals’ repertoires and transnational experiences (e.g. Creese & Blackledge, 2010; Hornberger & Link, 2012), translanguaging has not been well documented in K-12 foreign language immersion classrooms where most learners are majoritized English-speaking students who do not have exposure to the minoritized language at home (Zheng, 2021). In the present study, the researcher explored the potential of translanguaging in Chinese character teaching and learning within the context of dual language Chinese immersion classrooms. Two Chinese as a foreign language (CFL) classroom in a university-related public school in the mid-Atlantic region were video recorded and the micro-level language use of the two CFL teachers and the interaction between teachers and students were examined through discourse analysis. It has been found CFL teachers often shuttle between languages and different modalities including gesture, body movements, drawing and contextual clues in Chinese immersion classroom, and students’ use of multiple modalities are legitimized in Chinese writing. The researcher argues that translanguaging pedagogy can effectively accommodate learners limited linguistic proficiency and help young children obtain conceptual understanding of Chinese characters and co-construct meaning. Key words: translanguaging, Chinese immersion classroom, Chinese character learning 205 JEZIKOVNA POLITIKA GFML MILOJKA VAUPOTIČ KUČAN Gimnazija Franca Miklošiča Ljutomer, Slovenija milojka.vaupotic-kucan@gfml.si POVZETEK V predstavitvi se bom dotaknila jezikovne politike, ki jo spodbuja naša šola, predstavila bom različne dejavnosti, ki jih ponujamo našim dijakom, učencem okoliških osnovnih šol ter vrtcem, s katerimi spodbujamo jezikovno ozaveščenost v šolskem in lokalnem okolju in tako različne generacije spodbujamo k učenju tujih jezikov. Predstavila bom nekaj pristopov inovativnega jezikovnega poučevanja, kot so jezikovni tabori, projektni dnevi, mednarodne izmenjave, mobilnost in sodelovanje dijakov v projektih Erasmus+ itd., s katerimi ustvarjamo podporno učno okolje in spodbujamo raznojezičnost. Na šoli si prizadevamo, da bi obogatili učenje jezikov, predvsem pa omogočili, da dijaki pridobijo trajno znanje, ki bi ga znali uporabljati. V ta namen pri pouku tujih jezikov učitelji sodelujemo tudi z naravni govorci, asistenti in prostovoljci, ki popestrijo pouk in dijakom omogočajo, da se preizkusijo v različnih avtentičnih situacijah ter vsakodnevno preizkušajo svoje sporazumevalne zmožnosti. Tudi mednarodne izmenjave in strokovne ekskurzije so krasno doživetje, saj dijaki nevede uporabljajo svoje znanje tujih jezikov v avtentičnih situacijah in poleg jezikovnih zmožnosti razvijejo tudi medkulturno zmožnost. Večjezično kompetenco in vključevanje medkulturnih vidikov spodbujamo tudi s projektnimi dnevi in medpredmetnim povezovanjem, številnimi projekti in obšolskimi dejavnostmi. Posebni izzivi predstavljajo dijakom tudi uspehi na jezikovnih izpitih, na katere se pripravljajo izven pouka in na podlagi lastnih interesov, sodelovanje na debatnih turnirjih in literarnih natečajih. Predstavila bom jezikovno politiko šole, našo učno prakso in različne inovativne pristope k učenju jezikov. Ključne besede: jezikovna politika šole, učenje jezikov, dejavnosti, različni pristopi k poučevanju, izbirnost 206 GFML LANGUAGE POLICY MILOJKA VAUPOTIČ KUČAN Gimnazija Franca Miklošiča Ljutomer (GFML), Slovenia milojka.vaupotic-kucan@gfml.si ABSTRACT In this presentation, I wil talk about the language policy promoted by our school, the different activities we offer to our students, to pupils in the surrounding primary schools and to kindergartens to promote language awareness in the school and local environment and to encourage the different generations to learn foreign languages. I wil present some of the innovative language teaching approaches such as language camps, project days, international exchanges, mobility and participation of students in Erasmus+ projects, etc., which create a supportive learning environment and promote multilingualism. At the school, we strive to enrich language learning and, above al , to enable students to acquire lasting knowledge that they can use. To this end, in foreign language lessons, teachers work with native speakers, assistants and volunteers who enrich the lessons and allow students to experience a variety of authentic situations and to test their communicative abilities on a daily basis. International exchanges and field trips are also a great experience, as students unwittingly apply their foreign language skil s in authentic situations and develop intercultural skil s alongside their linguistic abilities. Multilingual competence and the integration of intercultural aspects are also promoted through project days and cross-curricular integration, numerous projects and extra-curricular activities. Students also face particular challenges in terms of their performance in language exams, which they prepare for outside the classroom and on the basis of their own interests, and in debating tournaments and literary competitions. I wil present the school’s language policy, our teaching practices and various innovative approaches to language learning. Key words: school language policy, language learning, activities, different approaches to teaching, optionality 207 MEDPREDMETNO POUČEVANJE (SLOVENŠČINA, ANGLEŠČINA) – PRIMER TIMSKE URE: TRPNI IN TVORNI GLAGOLSKI NAČIN PRI SLOVENŠČINI IN ANGLEŠČINI SUZANA ADŽIĆ Osnovna šola Antona Tomaža Linharta Radovljica, Slovenija suzana.adzic@guest.arnes.si POVZETEK Namen prispevka je predstaviti timsko uro, ki jo skupaj izvajata učitelj/učiteljica slovenščine in angleščine v osnovni šoli. Predstavljena učna ura je bila izvedena v oddelkih 9. razreda pri obravnavi iste teme s področja slovnice: tvorni in trpni stavki/active and passive sentences. Pri slovenščini in angleščini je to za učence povsem nova snov, predstavljena učna ura pa predstavlja skupni uvod vanjo. Cilja skupne ure sta (poleg ostalih, določenih v učnem načrtu) učencem pokazati, da različni jeziki delujejo po podobnem sistemu in da poznavanje slovnice maternega jezika lahko olajša učenje tujega jezika. Po tako izvedeni timski učni uri sva obe sodelujoči učiteljici ugotovili, da učenci razumejo, da je slovnica sistem, po katerem delujejo različni jeziki in da je ta sistem v nekaterih primerih skoraj enak. Prav ta ura omogoča tudi osmišljanje jezikovnega pouka pri slovenščini, saj ponuja spoznanje, da razumevanje slovnice (ki se jo najlažje učimo pri maternem jeziku) pomaga pri učenju tujih jezikov.Pri tej učni uri lahko govorimo o kontrastivnem pristopu (čeprav je ta primernejši za poučevanje sorodnih jezikov). Lahko pa bi se zgodilo, da bi učenci glagolski način pri enem jeziku obravnavali prej kot pri drugem in bi bila opisana učna ura prav tako uporabna za uvod v to snov samo pri enem predmetu, pri drugem pa bi služila kot ponovitev snovi. V tem primeru pa menim, da bi bil to pluralistični pristop. V predstavitvi bo predstavljen potek takšne učne ure: skupni uvod obeh učiteljic z motivacijo in najavo teme, izmenična razlaga učiteljic in sodelovanje učencev, učni list, ki ga učenci rešujejo ob razlagi, ter nadaljevanje obravnave in utrjevanja snovi pri vsakem predmetu posebej. Ključne besede: timsko poučevanje, slovenščina, angleščine, tvorni in trpni stavek, deležnik na -n/-t 208 CROSS-CURRICULAR TEACHING (SLOVENE, ENGLISH) – EXAMPLE OF A TEAM LESSON: ACTIVE AND PASSIVE SENTENCES IN SLOVENE AND ENGLISH SUZANA ADŽIĆ Osnovna šola Antona Tomaža Linharta Radovljica, Slovenia suzana.adzic@guest.arnes.si ABSTRACT The aim of this paper is to present a team lesson implemented by a Slovene and an English teacher in a primary school. The lesson presented here was carried out in Grade 9 classroom on the same grammar topic: active and passive sentences. In Slovene and English, this is a completely new subject for the students, and the lesson presented here is a joint introduction to it. The aims of the joint lesson are (in addition to the others set out in the syl abus) to show students that different languages work on a similar system and that knowledge of the grammar of the mother tongue can make learning a foreign language easier. After this team lesson, both teachers involved found that the pupils understood that grammar is the system by which different languages work, and that in some cases this system is almost identical. This lesson also al ows us to make sense of language teaching in Slovene, as it offers the realisation that understanding grammar (which is most easily learnt in the mother tongue) helps in learning foreign languages. In this lesson, we can talk about a contrastive approach (although this is more appropriate for teaching related languages). However, it could be that learners would consider the verb form in one language before the other, and the lesson described here would also be useful as an introduction to the subject in one subject only, and as a revision in the other. In this case, however, I believe that this would be a pluralistic approach. The presentation wil outline the process of such a lesson: a joint introduction by the two teachers with motivation and announcement of the topic, alternating explanations by the teachers and participation by the pupils, a worksheet to be solved by the pupils during the explanation, and the continuation of the discussion and consolidation of the material in each subject. Key words: team teaching, Slovene, English, active and passive sentences, -n/-t participles 209 DOBRA UČNA PRAKSA: UPORABA RAZPRAVE PRI POUČEVANJU KLJUČNIH SPORAZUMEVALNIH KOMPETENC V RAZREDU IN ZUNAJ NJEGA MAŠA TOPOLE Gimnazija in ekonomska srednja šola Trbovlje, Slovenija luge.demon@gmail.com POVZETEK V primerjavi z drugimi državami večina najstnikov in mladih odraslih v Sloveniji danes razume angleščino na dovolj visoki ravni. To ne preseneča, saj je večina od njih nenehno obdana z vsebinami v angleškem jeziku (Netflix, Youtube, internet ...). Ko pa gre za to, da bi znali izraziti svoje mnenje ter oblikovati povezane in koherentne argumente, s katerimi bi utemeljili svoje trditve, kmalu ugotovijo, da nimajo ustreznih veščin, s katerimi bi to lahko dosegli. Z vključevanjem debate v pouk ali v okviru debatnega kluba učence prisilimo, da na jezik ne gledajo le kot na skupek slovnice, izgovarjave, skladnje in drugih pravil, temveč kot na sredstvo za izražanje svojih idej in interakcijo s svetom okoli njih. Učenci se seznanijo z metodologijo debatiranja in so razdeljeni v ekipe, ki morajo zagovarjati nasprotna stališča o vnaprej izbranem predlogu. Pri debatiranju se učenci naučijo elementov javnega nastopanja, kritičnega mišljenja, veščin argumentacije (oblikovanje logičnih argumentov, prepoznavanje logičnih zmot, strategije ovržbe), aktivnega poslušanja in logične analize. Prav tako jih prisili v priznavanje drugih stališč in jih nauči, kako sodelovati v spoštljivem in smiselnem dialogu. Učenci, ki debatirajo v tujem jeziku, se naučijo naprednega besedišča o različnih temah (vsebinsko in jezikovno integrirano učenje), spoznajo druge kulture (medkulturna komunikacija pri poučevanju in učenju jezikov) ter uporabljajo informacijsko-komunikacijsko tehnologijo za raziskovanje. Ključne besede: debata, javno nastopanje, sporazumevalna zmožnost, medkulturno sporazumevanje 210 GOOD TEACHING PRACTICE: USING DEBATE TO TEACH KEY COMMUNICATIVE COMPETENCES IN AND OUTSIDE OF CLASSROOM MAŠA TOPOLE Gimnazija in ekonomska srednja šola Trbovlje, Slovenia luge.demon@gmail.com ABSTRACT Compared to other countries, most teens and young adults in Slovenia today can understand English on a high enough level. This comes as no surprise, as most of them are continuously surrounded by content in the English language (Netflix, Youtube, internet, …). However, when it comes to them being able to express their opinions and form cohesive and coherent arguments to substantiate their claims, they soon realise, they lack appropriate skil s with which they could achieve that. By incorporating debate into the classroom or as part of a debate club, we force our students to look at the language as more than just as a set of grammar, pronunciation, syntax, and other rules, but as a means of conveying their ideas and interacting with the world around them. Students learn about debate methodology and are divided into teams that must defend opposing views on a pre-chosen motion. Debating teaches students the elements of public speaking, critical thinking, argumentation skil s (building logical arguments, identifying logical fallacies, refutation strategies), active listening and logical analysis. It also forces them to acknowledge other points of view and teaches them how to engage in a respectful and meaningful dialogue. Students debating in a foreign language learn advanced vocabulary on assorted topics (Content and Language Integrated Learning), become knowledgeable about other cultures (intercultural communication in language teaching and learning) and use Information and communication technology to do research. Key words: debate, public speaking, communicative competences, intercultural communication 211 VLOGA MEDKULTURNEGA MEDIATORJA V IZOBRAŽEVANJU ODRASLIH – PRIMER DOBRE PRAKSE KATJA POTOČNIK NUSSDORFER Javni zavod Cene Štupar - Center za izobraževanje Ljubljana, Slovenija katja.potocnik@cene-stupar.si POVZETEK Na Javnem zavodu Ceneta Štuparja – Centru za izobraževanje Ljubljana v našem izobraževanju odraslih že vrsto let sodelujejo kulturni mediatorji. Zadnjih nekaj let so aktivno vključeni v Osnovno šolo za odrasle, v pouk pismenosti od 1. do 4. razreda in tudi v neformalne tečaje slovenskega jezika. Njihova pomoč je neprecenljiva, imajo pomembno vlogo od vpisa do samega procesa izobraževanja, pomagajo nam pri soočanju in reševanju različnih izzivov, pomagajo pa tudi posameznim udeležencem. Decembra 2021 je Slovenija dobila prva dva medkulturna mediatorja s certifikatom nacionalne poklicne kvalifikacije. Na vseh ravneh družbe se je v zadnjih letih pokazalo povpraševanje po medkulturnem mediatorju, zato je bila sprejeta Nacionalna poklicna kvalifikacija Medkulturni mediator. V predstavitvi želimo izpostaviti primere dobre prakse, ki se osredotočajo na cilje in teme konference. Glavne točke te predstavitve: 1. Medkulturni mediator: most med kulturami; 2. Potreba po medkulturnih mediatorjih v družbi in na področju izobraževanja; 3. Naloge medkulturnega mediatorja na področju izobraževanja; medkulturni mediator v praksi; 4. Prednosti in slabosti sodelovanja medkulturnega mediatorja pri pouku; 5. Medkulturni mediator ali tutor: razlike in podobnosti; 6. Nacionalna poklicna kvalifikacija medkulturni mediator. Predstavitev bo osredotočena na medkulturno poučevanje in učenje jezikov kot priložnost za širjenje neformalnega znanja v drugih kulturah, večjezične pristope k poučevanju in učenju jezikov kot nujnost in priložnost za uvedbo tutorstva v narodnostno mešanih razredih, jezikovno občutljivo poučevanje v ranljivi skupini priseljencev. Key words: medkulturni mediator, medkulturna komunikacija, večjezično poučevanje, poučevanje jezikov, učenje jezikov, medkulturnost, integracija, nacionalna poklicna kvalifikacija 212 THE ROLE OF INTERCULTURAL MEDIATORS IN ADULT EDUCATION – A GOOD PRACTICE EXAMPLE KATJA POTOČNIK NUSSDORFER Javni zavod Cene Štupar - Center za izobraževanje Ljubljana, Slovenia katja.potocnik@cene-stupar.si ABSTRACT At the Ljubljana Public Education Centre - Cene Štupar, cultural mediators have been taking part in our adult education for years. For the last couple of years, they have been actively included in Primary School for Adults, in literacy classes from 1st to 4th grade and in informal Slovene language courses as well. Their help is priceless, they play an important part from the enrol ment to the process of education itself, they help us face and solve various chal enges and help individual participants as wel . In December 2021 Slovenia got the first two intercultural mediators with a National Vocational Qualification certificate. At all levels of society, a demand for Intercultural Mediator has become apparent in the recent years, so the National Vocational Qualification Intercultural Mediator has been adopted. In the presentation, we want to highlight the examples of good practice that focus on the goals and topics covered by the conference. The main points of this presentation: 1. Intercultural mediator: a bridge between cultures; 2. The need for intercultural mediators in the society and in the field of education; 3. Tasks of intercultural mediator in the field of education; intercultural mediator in practice; 4. Advantages and disadvantages of an intercultural mediator taking part in the classroom; 5. Intercultural mediator or tutor: differences and similarities; 6. National Vocational Qualification Intercultural Mediator. The presentation wil focus on intercultural language teaching and learning as an opportunity to spread non-formal knowledge in other cultures, multilingual approaches to language teaching and learning as a necessity and opportunity to introduce tutoring in ethnical y mixed classes, language-sensitive teaching in a vulnerable group of immigrants. Key words: intercultural mediator, intercultural communication, multilingual teaching, language teaching, language learning, interculturality, integration, national vocational qualification 213 VSEBINSKO IN JEZIKOVNO INTEGRIRANO UČENJE (CLIL) PRI POUKU ANGLEŠČINE IN SOCIOLOGIJE PATRICIJA FRLEZ Osnovna šola Toneta Čufarja Jesenice, Slovenija patricija.frlez@gmail.com POVZETEK V prispevku predstavljam ugotovitve raziskovalnega dela o pristopu CLIL, ki sem ga opravila v okviru magistrskega dela na temo Medpredmetno povezovanje angleščine in sociologije po pristopu CLIL: primer učne teme Evropska unija. CLIL (ang. Content and Language Integrated Learning) oziroma vsebinsko in jezikovno integrirano učenje predstavlja uporaben pristop za medpredmetno povezavo tujega jezika in nejezikovnega predmeta. Pristop sloni na pedagoških načelih holističnega in avtentičnega poučevanja, krepi raznojezikovno in raznokulturno zmožnost ter spodbuja uporabo inovativnih metod poučevanja. Želela sem raziskati prisotnost in uporabo CLIL-a pri učiteljih angleščine in sociologije ter na primeru prikazati, kako je možno oba predmeta povezati po načelih pristopa CLIL. V teoretičnem delu sem raziskala pristop CLIL v odnosu do podobnih pristopov poučevanja ter njegovo prisotnost v slovenskem šolskem prostoru. Na podlagi analize učnih načrtov za angleščino in sociologijo pa sem raziskala možnosti medpredmetnega povezovanja teh dveh predmetov po pristopu CLIL. V empiričnem delu sem pripravila anketo za učitelje angleščine in sociologije, preko katere sem raziskala, kako dobro ti učitelji poznajo pristop CLIL ter v kolikšni meri ter ob kakšnih temah se medpredmetno povezujejo. Oblikovala sem tudi medpredmetni modul po pristopu CLIL, kjer sem dokazovala možnost povezave pouka angleščine in sociologije ob učni temi Evropska unija, ter ga v obliki akcijskega raziskovanja izvedla v praksi. Ugotovila sem, da se v slovenskem prostoru pojem CLIL uporablja nedosledno in opažam, da bi bilo potrebno priti do soglasja pri uporabi enotnega prevoda kot tudi pomena pojma CLIL. Ugotovila sem tudi, da je medpredmetno povezovanje angleščine in sociologije po pristopu CLIL možno, vendar se v praksi redko dogaja. Ker je CLIL pristop, ki stremi k integriranemu in celostnemu načinu poučevanja ter poleg slovničnih zaobjema tudi sociolingvistične in kulturne vsebine ter tako krepi raznojezično in raznokulturno zmožnost, ki sta v današnjem hitro se spreminjajočem globaliziranem svetu vse bolj in bolj pomembni, bi bilo smotrno razmisliti o možnostih širše vpeljave CLIL-a v šolski prostor. Ključne besede: CLIL, raznojezičnost, raznokulturnost, medpredmetno povezovanje, angleščina, sociologija 214 CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) IN ENGLISH AND SOCIOLOGY PATRICIJA FRLEZ Osnovna šola Toneta Čufarja Jesenice, Slovenia patricija.frlez@gmail.com ABSTRACT In this paper, I present the findings of my research work on CLIL, which I carried out as part of my master’s thesis on CLIL cross-curricular integration of English and sociology: the case of the European Union. CLIL (Content and Language Integrated Learning) is a useful approach for cross-curricular integration of a foreign language and a non-language subject. The approach is based on the pedagogical principles of holistic and authentic teaching, fosters multilingual and multicultural competence and encourages the use of innovative teaching methods. I wanted to investigate the presence and use of CLIL with teachers of English and Sociology and to show how the two subjects can be integrated according to the principles of the CLIL approach. In the theoretical part, I investigated the CLIL approach in relation to similar teaching approaches and its presence in the Slovene school environment. On the basis of an analysis of the English and Sociology curricula, I explored the possibilities of cross-curricular integration of the two subjects using the CLIL approach. In the empirical part, I prepared a questionnaire for teachers of English and Sociology to investigate how wel they know the CLIL approach and to what extent and on what topics they cross-curricularly integrate. I also designed a CLIL cross-curricular module, demonstrating the possibility of linking English and sociology lessons on the topic of the European Union, and put it into practice in the form of action research. I have found that the term CLIL is used inconsistently in the Slovene context and I note that there is a need to reach a consensus on the use of a common translation as wel as on the meaning of the term CLIL. I have also found that cross-curricular integration of English and sociology using the CLIL approach is possible, but that it rarely happens in practice. As CLIL is an approach that aims at an integrated and holistic way of teaching and covers not only grammatical but also sociolinguistic and cultural content, thus enhancing multilingual and multicultural competence, which are more and more important in today’s fast-changing globalised world, it would be prudent to consider the possibility of introducing CLIL more widely in the school environment. Key words: CLIL, plurilingualism, multiculturalism, cross-curricular integration, English, Sociology 215 VEČJEZIČEN QR SAFARI VALERIJA KARBA Osnovna šola Ivana Cankarja Vrhnika, Slovenija vkarba@11sola.si POVZETEK Ideja za večjezičen QR safari je pravzaprav nastala spontano, pri opazovanju učencev, ki so nas obiskali v sklopu projekta Erasmus+ Digitalni mostovi. Za naše goste smo QR safari sicer pripravili vnaprej, v angleškem jeziku, ki naj bi bil delovni jezik projekta, vendar se je izkazalo, da učenci pri komunikaciji uporabljajo različne jezike in da torej čezjezikujejo, zato smo temu prilagodili tudi načrtovano dejavnost, kjer so učenci delali v mešanih, torej večjezičnih skupinah. Predstavitev vključuje prikaz QR safarija, katerega namen je bil našim gostom iz Hrvaške, Srbije in Makedonije predstaviti naš kraj. Učenci so tako v mešanih skupinah sodelovali za skupni cilj (čim hitreje rešiti vse uganke na različnih lokacijah in prispeti na cilj po nagrado), pri tem pa se sporazumevali v slovanskih jezikih ter angleščini. Vprašanja na QR safariju so bila na različnih točkah v različnih jezikih, obogatena s kulturnim ozadjem. Naš QR safari lahko povežemo tako z rabo IKT tehnologije, kot tudi s čezjezikovanjem, naslavlja pa tudi učenje v večjezikovnem kontekstu ter ozaveščenost/prebujanje za jezike. Opisana izkušnja nam je dala misliti, da v prihodnje v večkulturnih dogodkih ne omejujemo rabe jezika izključno na angleščino, temveč jezikovno raznolikost uporabimo kot most za gradnjo odnosov ter kot orodje za učenje in sporazumevanje v različnih jezikih. V K2 Erasmus+ projektih namreč sodelujemo že dobro desetletje in zmeraj smo sporazumevanje omejili bolj ali manj na angleški jezik. Prihodnost bo zagotovo drugačna. Ključne besede: skupinsko delo, večjezikovni okvir, jezikovna raznolikost, reševanje ugank 216 MULTILINGUAL QR SAFARI VALERIJA KARBA Osnovna šola Ivana Cankarja Vrhnika, Slovenia vkarba@11sola.si ABSTRACT The idea for the multilingual QR safari actually came spontaneously, while observing the students who visited us as part of the Erasmus+ Digital Bridges project. Although we prepared the QR safari for our guests in advance in English, which was supposed to be the working language of the project, it turned out that the students use different languages to communicate and therefore use translanguaging, so we adapted the planned activity accordingly, where the students worked in mixed, i.e., multilingual groups. The presentation included a QR safari demonstration, which was aimed at introducing our guests from Croatia, Serbia and Macedonia to our region. The pupils worked in mixed groups with a common goal (to solve al the puzzles in the different locations as quickly as possible and to arrive at the destination to collect the prize), communicating in Slavic languages and English. The questions on the QR safari were in different languages at different points, enriched with cultural background. Our QR safari can be linked to the use of ICT technology as wel as to translinguaging, and also addresses learning in a multilingual context and awareness/awakening for languages. This experience has made us think that in future multicultural events we should not limit the use of language to English only, but use linguistic diversity as a bridge to build relationships and as a tool for learning and communicating in different languages. We have been involved in K2 Erasmus+ projects for wel over a decade and have always kept our communication more or less limited to English. The future wil certainly be different. Key words: group work, multilingual framework, linguistic diversity, puzzle solving 217 MEDKULTURNA KOMPETENCA KOT KLJUČNA SPRETNOST V JEZIKOVNEM IZOBRAŽEVANJU 21. STOLETJA SUZANA POŽENEL Osnovna šola dr. Vita Kraigherja Ljubljana, Slovenija suzanapozenel@gmail.com POVZETEK V današnjem vse bolj globaliziranem svetu se vse pogosteje srečujemo s situacijami, v katerih je prisotno medkulturno srečevanje. Šolsko okolje pri tem ni nobena izjema. Ker je svet vse bolj povezan, so takšne razmere jasno vidne tudi v razredu 21. stoletja. Obstaja verjetnost, da nekateri učenci prihajajo iz drugačnega kulturnega okolja, kar pomeni, da razmišljajo, se vedejo, oblačijo, jedo na način, ki večini učencev ni običajen. Ti učenci se lahko odzovejo na različne načine - lahko se samo smejijo ali se preprosto izogibajo ali, še huje, lahko ustrahujejo in diskriminirajo sošolce iz kulturno drugačnih okolij. Strokovnjaki za ELT bi morali upoštevati zgoraj navedeno stanje in poučevati medkulturno komunikacijo, da bi svoje učence opremili z razumevanjem in spoštovanjem tujih kultur. To bo učencem omogočilo ne le skupno učenje v kulturno raznolikih izobraževalnih družbah, temveč jih bo tudi pripravilo na prihodnost kot globalne državljane. Namen predstavitve na mednarodni konferenci Jeziki štejejo je torej ozaveščanje o pomenu poučevanja medkulturne kompetence v šolah. Ob upoštevanju vse večje potrebe po medkulturno kompetentnih učencih se zdi, da je ELT danes veliko več kot tradicionalno osredotočanje na štiri jezikovne spretnosti. Lahko bi celo trdili, da se je povečala potreba po poučevanju medkulturne kompetence kot pete spretnosti. Zato se bo predstavitev osredotočila na preizkušene učne strategije za razvijanje medkulturne kompetence v razredu nižje srednje šole. Poleg tega bodo vključeni tudi avtorjevi primeri mednarodne pedagoške prakse (Slovenija, Turčija, Velika Britanija). Natančneje, v predstavitvi bodo predstavljene ideje o tem, kako razvijati medkulturno kompetenco učencev jezika s preučevanjem dejavnosti kulturno različnih načinov obnašanja v ciljni in tuji kulturi (kulturah). Vsaka fotografija, risba, medkulturni film ali celo vedenje so lahko predmet medkulturne razprave. Ciljna publika predstavitve niso le učitelji angleščine, temveč pedagoški delavci vseh jezikov. Poleg ozaveščanja o temi poučevanja medkulturne kompetence v razredu ELT avtorjev cilj ni le doseči učitelje angleškega jezika, temveč se razširiti na učitelje vseh jezikov in se povezati s podobno mislečimi akademskimi strokovnjaki - bodisi oblikovalci jezikovne politike, raziskovalci, strokovnjaki za poučevanje jezikov ali študenti - ter narediti korak naprej pri raziskovalnem delu. Ključne besede: medkulturna kompetenca, medkulturna komunikacija, kulturna raznolikost, globalizacija, veščine 21. stoletja 218 INTERCULTURAL COMPETENCE AS A KEY SKILL IN 21ST CENTURY LANGUAGE EDUCATION SUZANA POŽENEL Osnovna šola dr. Vita Kraigherja Ljubljana, Slovenia suzanapozenel@gmail.com ABSTRACT In today’s increasingly globalised world we come across more and more situations where intercultural encounter is present. School environment is no exception. As the world is becoming more and more interconnected, such conditions can be clearly seen in the 21st century classroom. Chances are that some students come from a different cultural background, that is, they think, behave, dress, eat in a way that is uncommon to most of students. Those students might react in a variety of ways – they might just laugh or simply avoid or, worse, they might bully and discriminate against classmates of cultural y different backgrounds. ELT professionals should take into account the above-mentioned condition and teach intercultural communication in order to equip their students with understanding and respect of foreign cultures. This wil enable students not only to learn together in culturally diverse educational societies but also to prepare them for the future as global citizens. Thus, the aim of the presentation at the Languages Matter International Conference is to raise awareness of the importance of teaching intercultural competence at schools. Taking into consideration the increasing need for intercultural y competent students, ELT today seems to be much more than the traditional focus on the four language skil s. One might even argue that there has been an increasing need for teaching intercultural competence as the 5th skil . Hence the presentation wil focus on tried-and-tested teaching strategies for developing intercultural competence in low-secondary classroom. In addition, the author’s examples of international teaching practice (Slovenia, Turkey, the UK) wil also be included. More specifically, the presentation wil share ideas on how to develop intercultural competence of language learners by examining activities of culturally different modes of behaviour in target and foreign culture(s). Every photo, drawing, intercultural movie or even behaviour could be subject to intercultural discussion. The presentation’s target audience are not only English language teachers but teaching professionals of al languages. Additional y, the author hopes to liaise with like-minded academic professionals – be it language policy makers, researchers or students and take research work a step further. Apart from raising awareness on the topic of teaching intercultural competence in ELT classroom, the author’s objective is not only to reach English language teachers but also to stretch out to teachers of al languages and liaise with like-minded academic professionals – be it language policy makers, researchers, language teaching professionals or students and take research work a step further. Key words: intercultural competence, intercultural communication, cultural diversity, globalisation, 21st century skills 219 SENZIBILIZIJA ZA DRUGOJEZIČNE S POMOČJO UMETNOSTNIH BESEDIL ANITA EKERT Gimnazija Ptuj, Slovenija anita.ekert@gimptuj.si POVZETEK V prispevku z naslovom Senzibilizacija za drugojezične s pomočjo literarnih besedil bom predstavila jezikovno občutljivo poučevanja, in sicer primer dobre prakse. Izhajala sem iz umetnostnega besedila Prišleki L. Kovačiča, ki spada v gimnazijski učni načrt za 4. letnik slovenščine, in opozorila na še nekaj besedil iz učnega načrta, ki lahko prispevajo k boljšemu razumevanju drugojezičnih in poglobijo zavedanje o bogastvu, ki ga prinaša medkulturnost. V ustaljeno obravnavo izbranega literarnega besedila sem vključila še druge poudarke, kot so opazovanje osrednje literarne osebe Bubija kot drugojezičnega, sledenje Bubijevemu odnosu do maternega jezika, torej nemščine, in jeziku okolja, v katerega vstopa, to je slovenščine. Dijaki so bili pozorni tudi na kulturne podobnosti in razlike, kakor jih opaža literarni junak. Pripovedovalec v romanu prehaja med slovenščino (prevladujoč jezik) in nemščino. Dijaki so ob tem opazovali, kdaj prehaja v nemščino, in se preizkusili tudi kot prevajalci. Še pred izvedbo učnih ur sem s pomočjo vprašalnika preverjala odprtost dijakov za drugojezične, s čimer sem želela pridobiti vsaj droben vpogled v njihov izkušenjski svet, na podlagi česar sem gradila nadaljevanje. Zunanja motivacija za obogateno obravnavo izbranega besedila pa je bil napovedan prihod dijakinje iz Bosne, ki naj bi se šele v 4. letniku vključila v vzgojno-izobraževalni proces v razredu, v katerem je materni jezik vseh dijakov slovenščina in v veliki večini še niso imeli šolske neposredne izkušnje s kulturno-jezikovno drugačnim sošolcem. Namen je bil torej s pomočjo literarnega besedila pripraviti spodbudno učno okolje, naklonjeno raznojezičnosti in medkulturnosti. Po obravnavi izbranih odlomkov sem s pomočjo vprašalnika znova preverjala, ali lahko z literarnimi besedili vplivamo na mladostnike, da (še) bolje sprejemajo ljudi iz drugačnega jezikovnega in kulturnega okolja. Hipoteza, da je to mogoče, zastavljena na vzorcu 30 dijakov, je potrjena. Ključne besede: umetnostno besedilo, drugačno jezikovno in kulturno okolje, jezikovno občutljivo poučevanje, medkulturnost 220 SENSITISATION TO THE SECOND LANGUAGE THROUGH LITERARY TEXTS ANITA EKERT Gimnazija Ptuj, Slovenia anita.ekert@gimptuj.si ABSTRACT In my paper “Sensitisation for second language learners through literary texts” I wil present a good practice example of language sensitive teaching. I start with the literary text Prišleki by L. Kovačič, which is part of the Year 4 Slovene grammar school curriculum, and point out some other texts from the curriculum that can contribute to a better understanding of second language speakers and deepen the awareness of the richness that interculturality brings. I have included other highlights in the established treatment of the selected literary text, such as observing the central literary figure of Bubi as a second language speaker, tracing Bubi’s relationship to his mother tongue, i.e., German, and to the language of the environment he enters, i.e., Slovene. The pupils also paid attention to cultural similarities and differences as observed by the literary protagonist. In the novel, the narrator switches between Slovene (the dominant language) and German. The pupils observed when he switches to German and also tried their hand as translators. Before the lessons, I used a questionnaire to check the students’ openness to second languages, in order to gain at least a glimpse into their experiential world, which I used as a basis for the follow-up. The external motivation for the enriched treatment of the chosen text was the announced arrival of a student from Bosnia, who was only in her Grade 4 of primary school and was to be integrated into the educational process in a classroom where the mother tongue of al the students was Slovene and the vast majority of them had not yet had any direct experience of a culturally and linguistically different classmate at school. The aim was therefore to use a literary text to create a stimulating learning environment conducive to multilingualism and interculturality. After reading the selected passages, I used a questionnaire to check again whether literary texts can be used to influence adolescents to be (even) more accepting of people from different linguistic and cultural backgrounds. The hypothesis that this is possible, based on a sample of 30 pupils, is confirmed. Key words: art text, different linguistic and cultural environment, language sensitive teaching, interculturality 221 DIFERENCIRANO POUČEVANJE TUJEGA JEZIKA PRI MLAJŠIH UČENCIH PETRA ŽITKO Osnovna šola Antona Martina Slomška Vrhnika, Slovenija petra.zitko@guest.arnes.si POVZETEK Preučevanje diferenciranega pouka je v zadnjem desetletju predmet pogostega raziskovanja, saj so migracije, kulturna in jezikovna raznolikost, razlike med interesi, sposobnostmi in znanjem učencev postale del vsake učilnice. V prispevku je opredeljen pristop zgodnjega učenja tujega jezika pri mlajših učencih, ki temelji na razvijanju večjezičnosti in oblikovanju pozitivnega stališča do lastne in drugih, tujih kultur. Opisana je sistematična in ciljna diferenciacija poučevanja tujega jezika pri mlajših učencih v vseh štirih elementih prilagajanja - učni vsebini, učnemu procesu, učnem okolju in dosežku oziroma izdelku. Opravljena je bila raziskava o všečnosti elementov diferenciranega pouka na osnovni šoli Antona Martina Slomška Vrhnika. V raziskavi je sodelovalo 140 učencev drugega in tretjega razreda. Cilj raziskave je bila enoletna spremljava in analiziranje odzivov učencev na vse štiri elemente strukturiranega in ciljnega diferenciranega poučevanja tujega jezika pri mlajših učencih po obravnavanih vsebinskih sklopih. Ključne besede: diferenciacija, angleščina kot tuji jezik, mlajši učenci, večjezičnost, vsebinsko in jezikovno integrirano poučevanje 222 DIFFERENTIATED FOREIGN LANGUAGE TEACHING FOR YOUNG LEARNERS PETRA ŽITKO Osnovna šola Antona Martina Slomška Vrhnika, Slovenia petra.zitko@guest.arnes.si ABSTRACT The study of differentiated instruction has been the subject of much research in the last decade, as migration, cultural and linguistic diversity, and differences between students' interests, abilities and knowledge have become part of every classroom. This paper defines an approach to early foreign language learning for young learners based on developing multilingualism and developing a positive attitude towards one's own and other, foreign cultures. It describes the systematic and targeted differentiation of foreign language teaching to young learners in al four elements of adaptation - learning content, learning process, learning environment and achievement or product. A study was carried out on the likability of the elements of differentiated instruction at the Primary School Antona Martina Slomška Vrhnika 140 second- and third-grade pupils participated in the study. The aim of the study was to monitor and analyse pupils' reactions to al four elements of structured and targeted differentiated foreign language teaching for young learners over a one-year period, according to the content units that were being covered. Key words: differentiation, English as a foreign language, young learners, multilingualism, content- and language-integrated teaching 223 VEČJEZIČNOST OTROK KOT POSLEDICA ŽIVLJENJA V TUJINI VITA KRAPEŽ Osnovna šola Sava Kladnika Sevnica, Slovenija krapez_vita@yahoo.com POVZETEK “Dvojezičnost oz. večjezičnost je pogost pojav v mnogih delih sveta, predvsem v državah ali skupnostih, ki so majhne, ter pri posameznikih, ki so pogosto v stiku z osebami iz drugega jezikovnega okolja (Holzman, 1997, v Marjanovič Umek in Zupančič, 2020, str. 386).” V preteklih petih letih spremljam razvoj večjezičnosti svojih otrok, ki sta trenutno stara osem in pet let, obema je materni jezik slovenščina. Njun prvi tuj jezik je angleščina, drugi tuj jezik pa češčina. Z obema jezikoma sta (bila) otroka v stiku zaradi življenja v tujini, na Češkem sta oba tudi vključena v šolo oziroma vrtec. Sama sem, kot učiteljica razrednega pouka in učiteljica angleščine v prvi triadi, imela stik s kar nekaj učenci tujci, sedaj pa kot mama opazujem, kako otroka usvajata in se odzivata na tuj jezik ter tudi, kako sem jaz kot starš 'učenca tujca' vzpostavila komunikacijo z vzgojnoizobraževalnimi ustanovami in zaposlenimi. Na podlagi opazovanja in izkušenj bi izpostavila tri stvari: 1. Za poigravanje s tujim jezikom in sproščeno rabo le-tega, je pomembno in koristno, da so otroci, poleg vpisa v vrtec/šolo, vključeni še v druge dejavnosti oz. socialne stike, kjer je komunikacija manj formalna in bolj interesno pogojena. 2. Za usvojitev jezika do tolikšne mere, da je verbalna komunikacija omogočala stike z vrstniki, je bilo v primeru angleščine potrebnih okrog osem tednov. Pri češčini, ki je slovenščini soroden jezik, je bil ta čas krajši, okrog pet tednov. V obeh primerih pri opazovanih otrocih predznanja tujega jezika ni bilo, imata pa zelo spodbudno domače okolje, oba starša govoriva vsaj dva tuja jezika. 3. Učitelji oz. pedagoški delavci, ki smo v stiku z učenci tujci in njihovimi starši, moramo biti v tem odnosu proaktivni, saj je možno, da smo edini stik, ki ga imajo s šolo in socialno skupnostjo, ter predstavljamo tudi najbolj zanesljiv vir informacij o drugih primernih dejavnostih in okolju. Ključne besede: večjezičnost, usvajanje tujega jezika, zgodnje otroštvo 224 MULTILINGUALISM IN CHILDREN AS A RESULT OF LIVING ABROAD VITA KRAPEŽ Osnovna šola Sava Kladnika Sevnica, Slovenia krapez_vita@yahoo.com ABSTRACT “Bilingualism or multilingualism is a common phenomenon in many parts of the world, especialy in smal er countries or communities, and in individuals who are often in contact with people from other language environments (Holzman, 1997, in Marjanovič Umek and Zupančič, 2020, p. 386).” Over the past five years, I have been following the development of multilingualism in my two children, who are currently aged eight and five years, and whose mother tongue is Slovene. Their first foreign language is English and their second foreign language is Czech. My children have been in contact with both these languages as a result of living abroad, in the Czech Republic they are both also enrol ed in school and kindergarten. As a primary school teacher and teacher of English in the first three grades of primary school, I myself have had contact with quite a few foreign pupils, and now as a mother I observe how my two children acquire and respond to a foreign language, and also how I as a parent of a 'foreign student' have established communication with educational institutions and staff. Based on my observation and experience, I would like to highlight three things: 1. In order for them to play with and use a foreign language in a relaxed way, it is important and useful to have children involved in other activities or social contacts in addition to their enrolment in kindergarten/school, where communication is less formal and more interest-based. 2. Acquiring the language to the extent that verbal communication enabled contact with peers, it took around eight weeks in the case of English. In the case of Czech, which is a language related to Slovene, this time was shorter, i.e., around five weeks. In both cases, for the observed children there had been no prior knowledge of the foreign language, but they do have a very supportive home environment and both parents speak at least two foreign languages. 3. Teachers or educational staff who are in contact with foreign pupils and their parents need to be proactive in this relationship, as it is possible that we are the only contact the pupils have with the school and the social community, and we are also the most reliable source of information about other suitable activities and the environment. Key words: multilingualism, foreign language acquisition, early childhood 225 JEZIKOVNO OBČUTLJIVO UČENJE IN POUČEVANJE ŠPANŠČINE NA ZAČETNI STOPNJI V OSNOVNI ŠOLI Z UČENCI 7., 8. IN 9. RAZREDOV SARA REMŽGAR Osnovna šola Alojza Gradnika Dobrovo, Slovenija s.remzgar@gmail.com POVZETEK Pričujoče besedilo povzema predstavitev dobre učne prakse pri poučevanju in učenju španščine na začetnem nivoju v osnovni šoli z učenci 7., 8. in 9. razredov. Predstavitev se navezuje na opazovanje in dokazovanje prednosti jezikovno občutljivega poučevanja španskega jezika, kjer se premišljeno in načrtovano uporablja več jezikov, ki jih učenci že poznajo. Le-ti uspešno preklapljajo med uporabo slovenščine, angleščine in italijanščine pri usvajanju osnovnih prvin jezika, s katerim se v šolskem letu prvič srečujejo. Tako čezjezikujejo spontano med seboj, kot tudi preko spodbude učitelja, predvsem pri obravnavanju novih jezikovnih struktur, ki so jih predčasno že usvojili pri učenju drugih jezikov. Predstavitev bo osvetlila jezikovno občutljivi koncept poučevanja preko ponazoritev s konkretnimi primeri iz šolske prakse oziroma učnih ur. Pri takšnem pouku španščine se preklapljanje med jeziki dogaja vseskozi, a ne nenadzorovano in brezciljno. Učenci so pri usvajanju novih jezikovnih konceptov (besedišča s pripadajočimi slovničnimi strukturami: pozdravi, osebne predstavitve, barve, števila, letni časi, meseci, dnevi v tednu, šolski pripomočki in predmeti, ure, dnevne rutine, opis zunanjega izgleda, pridevniki, živali, …) veliko bolj dejavni in vseskozi primerjajo, iščejo podobnosti in razlike, ter se tako hitreje in bolj poglobljeno učijo. Prikaz prednosti tega koncepta bo spodbudil učitelje praktike v nadaljnje samostojno raziskovanje in neobremenjeno uporabo čezjezikovanja tudi v svoji pedagoški praksi. Učenci bodo tako namreč pridobili na samozavesti spontanega sporazumevanja, se pripravljali na uporabo tujih jezikov v naravnih življenjskih situacijah, hkrati pa bodo nenačrtno usvajali zavedanje o različnih jezikovnih sistemih in o tem, kako ti sistemi delujejo. Ključne besede: jezikovno občutljivo poučevanje in učenje, čezjezikovanje, pouk španščine, slovenščina, angleščina, italijanščina, zavedanje o različnih jezikovnih sistemih 226 LINGUISTICALLY SENSITIVE LEARNING AND TEACHING OF SPANISH AT THE PRIMARY LEVEL WITH PUPILS IN GRADES 7, 8 AND 9 SARA REMŽGAR Osnovna šola Alojza Gradnika Dobrovo, Slovenia s.remzgar@gmail.com ABSTRACT The present text summarises the presentation of a good teaching practice example of teaching and learning Spanish at the beginner level in a primary school with pupils in grades 7, 8 and 9. The presentation relates to the observation and demonstration of the benefits of linguistical y sensitive Spanish language teaching, where several languages already known to the pupils are used in a deliberate and planned way. The students successfully switch between the use of Slovene, English and Italian when acquiring the basic elements of the language they are encountering for the first time in the school year. They are translanguaging both spontaneously among themselves as wel as with the teacher's encouragement, especially when dealing with new linguistic structures that they have already acquired in other languages. The presentation wil highlight the linguistical y sensitive concept of teaching through il ustrations with concrete examples from school practice or lessons. In such an approach to Spanish primary teaching, switching between languages happens all the time, but not in an uncontrol ed and aimless way. Students are much more active in acquiring new linguistic concepts (vocabulary with associated grammatical structures: greetings, personal introductions, colours, numbers, seasons, months, days of the week, classroom materials and objects, lessons, daily routines, descriptions of appearance, adjectives, animals, etc.) and are constantly comparing and contrasting, looking for similarities and differences, and thus learning more quickly and in greater depth. Demonstrating the benefits of this concept wil encourage practising teachers to further explore and apply an unencumbered use of translanguaging in their teaching practice. In this way, students wil gain the confidence to communicate spontaneously, prepare themselves for the use of foreign languages in natural life situations, and at the same time develop an unplanned awareness of different language systems and how they work. Key words: linguisticaly sensitive teaching and learning, translanguaging, instruction of Spanish, Slovenian, English, Italian, awareness of different language systems 227 MEDKULTURNO IZOBRAŽEVANJE – SMISELN POJEM ALI NESMISELNA MODNA FRAZA? RÚBEN CONSTANTINO CORREIA Centre for English, Translation, and Anglo-Portuguese Studies (CETAPS), Portugalska rubentmc@hotmail.com POVZETEK Zaradi razmaha globalnega državljanstva v 21. stoletju je medkulturno izobraževanje eden od ciljev poučevanja tujih jezikov. Od učiteljev se zdaj pričakuje, da bodo učence pripravili na sporazumevanje onstran narodnih meja, z ljudmi iz kulturno in jezikovno različnih okolij, zlasti znotraj večnarodnostnega evropskega prostora. Zato lahko trdimo, da se poučevanje tujih jezikov ne more omejiti na slovnico, besedišče ali poznavanje pravil jezikovne rabe, kot je to veljalo doslej. Celovito poučevanje in učenje angleščine kot tujega jezika mora spodbujati kulturno znanje prek jezika, ki ga učenci skušajo govoriti. Toda čeprav sta kultura in (med)kulturnost postali priljubljeni, so pojmi kulture v sedanji izobraževalni praksi včasih slabo opredeljeni; poleg tega se zdi, da imajo (portugalski) učitelji angleščine kot tujega jezika težavo pri izbiranju primernih postopkov v razredu za spodbujanje medkulturne ozaveščenosti pri pouku. Na podlagi portugalskega izobraževalnega okolja bom v tem predavanju razpravljal o: a) – vprašanju o tem, kakšne spremembe so bile izvedene v portugalskem nacionalnem učnem načrtu, da bi izpolnili želje prihodnjih generacij in jim omogočili sposobnost razumevanja medkulturnih razlik ter navigiranja življenja v vse bolj globalizirani Evropi/svetu, in b) – vprašanju, ali je bil poskus popolnega vključevanja medkulturnega izobraževanja v kontekst pouka angleščine med praktiki uspešen. Zadnji del predavanja temelji na manjšem vprašalniku, ki je bil ob koncu šolskega leta 2020-2021 posredovan portugalskim učiteljem angleščine po vsej državi. Ključne besede: medkulturno izobraževanje, poučevanje in učenje jezikov, sporazumevanje, učni načrt 228 INTERCULTURAL EDUCATION – MEANINGFUL OR MEANINGLESS BUZZ WORD? RÚBEN CONSTANTINO CORREIA Centre for English, Translation, and Anglo-Portuguese Studies (CETAPS), Portugal rubentmc@hotmail.com ABSTRACT The advent of global citizenship in the 21st century has posited intercultural education as one of the aims of foreign-language teaching (FLT). Teachers are now expected to prepare learners to communicate beyond the threshold of national frontiers with people from cultural y and linguistical y diverse backgrounds, particularly within the multi-ethnic space of Europe. It could, then, be argued that FLT cannot confine its interest to grammar, vocabulary, or knowledge of the rules of language use, as it has hitherto. Comprehensive teaching and learning of English as a foreign language (EFL) must promote cultural knowledge through the language students strive to speak. However, while culture and (inter)culturality have become popular, concepts of culture in current educational practice are sometimes il -defined; furthermore, (Portuguese) EFL teachers seem to be at odds with suitable classroom procedures to promote intercultural awareness in their classes. Using the Portuguese educational milieu as a baseline, in this talk I wil discuss: a) - what changes have been implemented in Portugal’s national curriculum to meet the wants of future generations and equip them with the ability to understand cross-cultural difference and negotiate life in an increasingly globalised Europe/world, and b) – whether the attempt to ful y integrate intercultural education within the English language classroom context has been successful amongst practitioners. This last part of the talk is based on a smal -scale questionnaire delivered to Portuguese EFL teachers across the country at the end of the 2020-2021 school year. Key words: Intercultural Education, Language Teaching and Learning, Communication, Curriculum 229 VEČJEZIČNI UČNI SPREHODI ALEN OVČAR Osnovna šola Dobje, Slovenija alen.ovcar@gmail.com POVZETEK Na Osnovni šoli Dobje izvajamo kratke hospitacije v obliki učnih sprehodov skozi katere strokovni delavci vrednotijo delo sodelavcev in učencev pri najrazličnejših dejavnostih. Po opravljenih učnih sprehodih sledi analiza, kjer se z analizo in načrtovanjem prihodnjih aktivnosti izboljšuje kvaliteta pouka. Ker smo v zadnjem času precej vpeti v več Erasmus projektov, smo prilagodili naše delo v okviru učnih sprehodov. Primer dobre prakse je obisk Erasmus gostov iz Makedonije, Litve in Slovaške. Ti so spremljali pouk kemije, tujih jezikov in športa. V isti uri so obiskali več učiteljev, ki izvajajo različne predmete, ki potekajo v različnih učnih jezikih (slovenščina, angleščina in nemščina). Opazovalci so analizirali učne ure, iskali odličnosti in pripravili vprašanja za izvajalce. Komunikacija med učenci in gostujočimi učitelji je potekala v različnih jezikih. Vpeljava več takih učnih sprehodov tudi na drugih šolah bi zagotovo pripomogla k boljšemu vključevanju učencev in učiteljev v večjezično in večkulturno družbo. Učni sprehodi so primer inovativnega pristopa k večjezičnemu izobraževanju. So namreč odlična popotnica tako učiteljem in učencem na matični osnovni šoli, kot tudi učiteljem iz drugih držav. Na ta način si sodelujoči izmenjujejo mnenja, izkušnje in primere dobrih praks. Ker pa to mreženje poteka v različnih jezikih, je cilj tovrstnih učnih sprehodov tudi medkulturno sprejemanje in izražanje v različnih jezikih. Poudarek smo dali tudi na razumevanje med sorodnimi jeziki, saj so se učitelji predstavili in postavili kakšno vprašanje tudi v svojem jeziku. Tak način dela pripomore k temu, da se učenci naučijo sporazumevati v tujih jezikih, pri tem pa se v njih vzbujajo pozitivna stališča, narodna identiteta in vrednote do svoje in tuje kulture. Smiselno bi bilo vpeljati čim več takšnih sprehodov in jih pokazati tudi učiteljem drugih držav, da bi tudi sami vpeljali to prakso v šolske načrte. Ključne besede: učni sprehodi, večjezičnost, komunikacija, kultura 230 MULTLINGUAL LEARNING WALKS ALEN OVČAR Osnovna šola Dobje, Slovenia alen.ovcar@gmail.com ABSTRACT At Primary School Dobje, we carry out short observations in the form of learning walks, with the help of which practitioners evaluate the work of staff and pupils in a wide range of activities. After the learning walks, an analysis is carried out, where the quality of teaching is improved through analysis and planning of future activities. As we have recently been heavily involved in several Erasmus projects, we have adapted our work within the framework of the learning walks. An example of good practice is the visit of Erasmus guests from Macedonia, Lithuania and Slovakia. They accompanied lessons in chemistry, foreign languages and sport. In the timeframe of one lesson, they visited several teachers teaching different subjects in different languages (Slovenian, English and German). The observers analysed the lessons, looked for excel ence and prepared questions for the teachers. Communication between students and guest teachers took place in different languages. Introducing more of these learning walks, not only in our school but also in other schools, would certainly help to better integrate pupils and teachers into a multilingual and multicultural society. Learning walks are an example of an innovative approach to multilingual education. They are an excel ent way forward for teachers and pupils in the home primary school, as wel as for teachers from other countries. In this way, participants exchange views, experiences and examples of good practice. As this networking takes place in different languages, the aim of such learning walks is also intercultural acceptance and expression in different languages. The focus was also on mutual understanding between related languages, with teachers presenting themselves and asking questions in their own languages. This way of working helps the pupils to learn to communicate in foreign languages, while instil ing positive attitudes, national identity and values towards their own and other cultures. It would make sense to introduce as many of these walks as possible and to show them to teachers in other countries so that they can introduce this practice into their own school curricula. Key words: learning walks, multilingualism, communication, culture 231 POUČEVANJE ITALIJANŠČINE KOT TJ2 V GIMNAZIJI Z IZBRANIMI KNJIŽEVNIMI ODLOMKI PO METODI TILKA PIA LEŠNIK Gimnazija Jožeta Plečnika Ljubljana, Slovenija pia.lesnik@gjp.si POVZETEK Učinkovitejše učenje tujega jezika zahteva kompleksnejše učne dejavnosti, ki jih književnost nedvomno ponuja. V prispevku bom predstavila uspešne izkušnje po metodi TILKA pri učenju italijanščine kot drugega tujega jezika v gimnaziji. Izbrani odlomki italijanskih izvirnikov in slovenskih prevodov se navezujejo na priporočila učnih načrtov in jih nadgradijo z aktualiziranjem v konkretnem šolskem okolju, saj se medpredmetno povezujejo tudi z nejezikovnimi predmeti (npr. zgodovino, psihologijo, geografijo). Gradivo je pripravljeno tako, da omogoča izvedbo pouka z individualnim ali skupinskim delom ter diferenciranimi nalogami, učitelju – moderatorju ponuja, poleg konkretnih nalog, nastavke za nadaljnje razvijanje tem, dijakom pa samostojno raziskovanje. Izbrana literarna dela so bodisi znana kanonska dela in v nekaterih primerih pouk obogatimo in učenje olajšamo z ogledom filmskih odlomkov teh del, nekatera pa v privlačni stripovski obliki, ki olajša jezikovno učenje. V vseh primerih je poudarek na večjezičnem pristopu, mestoma tudi čezjezikovanju (Translanguaging), krepitvi medkulturne zmožnost in spodbujanju ustvarjalnega odnosa do jezika. Zaradi pristopa po modelu TILKA so gradiva osredotočena na prepoznavanje komunikacijskih vzorcev, zlasti ne-nasilne komunikacije, ki jih učenci prepoznavajo v izbranih odlomkih in jih skušajo aktualizirati v svojem vsakdanu, z uzaveščanjem lastne komunikacije in moči jezika pa izboljšujejo svoje sporazumevalne zmožnosti. Večplastnost književnih del in predlagane naloge nagovarjajo učence ne le k učenju jezika, marveč k razmišljanju, reflektiranju o sebi in družbi, vživljanje v drugega, k prepoznavanju in izražanju občutenj in čustev, vsa ta kompleksnost pristopov pa omogoča tudi izboljšanje učne klime. Ključne besede: večjezičnost, medkulturnost, nenasilna komunikacija, medpredmetno povezovanje, književnost 232 TEACHING ITALIAN AS A SECOND LANGUAGE IN GRAMMAR SCHOOL WITH SELECTED LITERARY PASSAGES USING THE TILKA METHOD PIA LEŠNIK Gimnazija Jožeta Plečnika Ljubljana, Slovenia pia.lesnik@gjp.si ABSTRACT A more effective way of learning a foreign language requires more complex learning activities, which literature undoubtedly offers. In this paper, I wil present successful experiences of the TILKA method in the teaching of Italian as a second foreign language in a grammar school. The selected passages of Italian originals and Slovenian translations are related to the curriculum recommendations and help upgrade them by actualising in a concrete school environment, as they are also cross-curricularly linked to non-linguistic subjects (e.g., History, Psychology, Geography). The material is prepared in such a way as to al ow the classes to take form of individual or group work and differentiated tasks, to provide the teacher-facilitator, in addition to concrete tasks, with the tools for further development of the themes, and to al ow the students to explore on their own. The selected literary works are either wel -known canonical works and in some cases we can enrich and facilitate the teaching by watching film excerpts of these works, or they come in an attractive comic form to facilitate language learning. In al cases, the emphasis is on a multilingual approach, including in some cases translanguaging, strengthening intercultural competence and encouraging a creative attitude towards language. Thanks to the TILKA approach, the materials focus on identifying patterns of communication, especially non-violent communication, which learners identify in the selected passages and try to actualise in their daily lives, improving their communicative abilities by becoming aware of their own communication and the power of language. The multifaceted nature of the literary works and the proposed tasks encourage pupils not only to learn the language, but also to think, to reflect on themselves and society, to empathise with others, to recognise and express their feelings and emotions, and al this complexity of the approaches also helps to improve the learning climate. Key words: multilingualism, interculturality, non-violent communication, cross-curricular integration, literature 233 VEČJEZIČNI PRISTOPI IN INOVATIVNE PRAKSE PRI OCENJEVANJU TER POUČEVANJU FRANCOŠČINE KOT DRUGEGA TUJEGA JEZIKA V ANGLEŠKI IN SLOVENSKI SEKCIJI KATARINA PATERNOST SCLJ Evropska šola Ljubljana, Slovenija katarinapaternost@gmail.com POVZETEK V zadnjem letu se z besedo večjezičnosti in medkulturnosti pri poučevanju srečujem vsakodnevno. Poučujem namreč francoski jezik kot drugi tuji jezik in etiko na Evropski šoli v Ljubljani, kjer je večina učencev tujcev, oziroma so glede na materni jezik, razdeljeni v dve sekciji, angleško ali slovensko. Za boljše razumevanje medkulturnega konteksta je potrebno vedeti, da izobraževanje na Evropski šoli poteka v pisanem večkulturnem in večjezičnem okolju, ki zagotavlja mednarodno priznanost ter nemoten prehod v nacionalne izobraževalne sisteme in druge Evropske šole po vsej Evropski uniji. Vsak učenec je v nenehnem stiku z več jeziki, odvisno od jezikovne sekcije ter izbranega prvega in drugega, lahko pa tudi tretjega in četrtega tujega jezika. Tako bi izpostavila sledeče obravnavane cilje: 1. Učenci angleške sekcije imajo zelo različen nivo primarnega jezika, torej angleščine, kako sledijo pri pouku učenci, katerih angleščina je šibka? Tako se postavlja vprašanje, ali lahko učenec s slabim znanjem angleščine uspe slediti in doseči določen nivo tujega jezika, torej francoščine, ki ga zahtevajo minimalni standardi za doseganje ciljev? Ali lahko k temu pripomore tudi inovativno jezikovno poučevanje, kako, s katerimi praksami? 2. V zadnjih mesecih se je na šolo vpisalo zelo veliko ukrajinskih otrok, večina nima veliko angleškega predznanja, zato sedaj v slovenski sekciji. Kako komunicirati z njimi? Naučili smo se kaj osnovnih besed v ruščini, ki zvenijo podobno slovenskim (»Stoj!«, »Ne!«). Kako ocenjevati takšne učence? Kako jim nuditi dodatno pomoč pri učenju jezikov? Vsekakor se bom poslužila uporabe inovativnih pedagoških praks in jih vključila v ocenjevanje. Tako bom cilje glede ukrajinskih učencev spremljala tekom mesecev. Ugotavljala bom ali so bile prakse uspešne ter jih seveda na koncu evalvirala za prihodnje šolsko leto. Ključne besede: večjezičnost, medkulturnost, ocenjevanje v večjezičnem kontekstu, inovativne prakse učenja, doseganje učnih ciljev v večjezičnem okolju, razumevanje med sorodnimi jeziki 234 MULTILINGUAL APPROACHES AND INNOVATIVE PRACTICES IN THE ASSESSMENT AND TEACHING OF FRENCH AS A SECOND FOREIGN LANGUAGE IN THE ENGLISH AND SLOVENIAN SECTIONS KATARINA PATERNOST SCLJ Evropska šola Ljubljana, Slovenia katarinapaternost@gmail.com ABSTRACT Over the last year, I have come across the words multilingualism and interculturality in my teaching on a daily basis. I teach French as a second foreign language and ethics at the European School (Evropska šola) in Ljubljana, where most of the students are foreigners, and are, depending on their mother tongue, divided into two sections, English or Slovenian. To better understand the intercultural context, it is important to know that education at the European School in Ljubljana takes place in a colourful, multicultural and multilingual environment that ensures international recognition and a smooth transition to national education systems and other European Schools throughout the European Union. Each pupil is in constant contact with several languages, depending on the language section and their chosen first and second, or third and fourth foreign language. Thus, I would like to highlight the following objectives: 1. Pupils in the English section have very different levels of their primary language, English; how do pupils whose English is weak fare in lessons? This raises the question of whether a pupil with a weak command of English can manage to fol ow and reach a certain level of a foreign language, i.e., French, required by the minimum standards for the achievement of the objectives. Can innovative language teaching contribute to this, and if yes, how, through which practices? 2. In the last few months a very large number of Ukrainian children have enrolled in the school, most of whom have little background in English, and have consequently been placed in the Slovenian section. How can we communicate with them? We have learnt some basic words in Russian that sound similar to Slovenian ("Stop!", "No!"). How do we assess these students? How can we give them extra help in language learning? I wil definitely try to use innovative pedagogical practices and include them in the assessment. In this way, I wil monitor the objectives for Ukrainian pupils over the months. I wil determine whether the practices have been successful and, of course, evaluate them at the end for the next school year. Key words: multilingualism, interculturality, assessment in a multilingual context, innovative learning practices, achieving learning objectives in a multilingual environment, understanding between related languages 235 KONSTRUKTI BESEDILNIH VRST PRI POUKU RAZLIČNIH JEZIKOV GÜNTHER SIGOTT1, SAMUEL HAFNER1, HERMANN CESNIK1 & THERESA WEILER2, KRISTINA LEITNER2, EVA DOUSSET-ORTNER2 1 University of Klagenfurt, Avstrija 2 Austrian Federal Ministry of Education, Science and Research, Avstrija guenther.sigott@aau.at, samuel.hafner@aau.at, hermann.cesnik@aau.at, theresa.weiler@bmbwf.gv.at, kristina.leitner@bmbwf.gv.at, eva.dousset-ortner@bmbwf.gv.at POVZETEK Na srednješolski ravni je zelo pomembna sposobnost pisanja besedil, ki ustrezajo pravilom besedilnih vrst. V šolskih sistemih morajo učenci tvoriti različne vrste besedil v različnih jezikih. V avstrijskem šolskem sistemu so na voljo opisi besedilnih vrst za nemščino kot materni jezik, angleščino kot drugi jezik ter francoščino, italijanščino in španščino kot tretji jezik. Vendar se besedilne vrste v različnih jezikih razlikujejo. Posledično so učenci večinoma prepuščeni samim sebi, ko gre za razumevanje podobnosti in razlik med besedilnimi vrstami. Ta študija uporablja niz 23 opisnih trditev, ki izhajajo iz teorije besedilne kritike, za empirično raziskovanje konstruktov besedilnih vrst za osem besedilnih vrst za angleščino kot drugi jezik pri učiteljih praktikih. V prispevku so opredeljene izjave, ki kažejo zadostno soglasje med učitelji, tako da jih je mogoče uporabiti za opredelitev besedilne vrste in prikazati razhajanja med stališči učiteljev in uradnimi opisi besedilnih vrst. Ta pristop je bil že uporabljen pri nemščini kot maternem jeziku (Sigott, Krieg-Holz, Struger in Cesnik, 2020) in ga je mogoče uporabiti pri vseh drugih jezikih. Rezultati za angleščino kažejo, da se ustreznost 23 trditev med besedilnimi vrstami precej razlikuje. Izkaže se, da podskupina izjav lahko služi za dimenzije za primerjavo vseh vrst angleških besedil, kar se zdi zelo dragoceno spoznanje za pedagoško prakso. Poleg tega so opredeljene izjave, ki so primerne za opisovanje posameznih besedilnih vrst, in tiste, ki jih ne bi smeli upoštevati pri opisovanju besedilnih vrst. Tudi to je lahko dragocen podatek za pedagoško prakso. Ti rezultati so predstavljeni v profilu polarnosti za vsako besedilno vrsto. Ključne besede: besedilne vrste v srednješolskem izobraževanju, poučevanje pisanja, večjezična kompetenca za besedilne vrste 236 TEXT TYPE CONSTRUCTS IN TEACHING ACROSS LANGUAGES GÜNTHER SIGOTT1, SAMUEL HAFNER1, HERMANN CESNIK1 & THERESA WEILER2, KRISTINA LEITNER2, EVA DOUSSET-ORTNER2 1 University of Klagenfurt, Austria 2 Austrian Federal Ministry of Education, Science and Research, Austria guenther.sigott@aau.at, samuel.hafner@aau.at, hermann.cesnik@aau.at, theresa.weiler@bmbwf.gv.at, kristina.leitner@bmbwf.gv.at, eva.dousset-ortner@bmbwf.gv.at ABSTRACT At secondary level, great importance is put on the ability to write texts that meet the conventions of text types. In school systems students are required to produce a variety of text types in different languages. For the Austrian school system, descriptions of text types for L1 German, L2 English and L3 French, Italian and Spanish are available. However, the text types differ across languages. Consequently, students are mostly left to their own devices when it comes to understanding similarities and differences among the text types. This study uses a set of 23 descriptive statements, derived from text linguistic theory, to empirically investigate text type constructs for eight text types for L2 English held by practicing teachers. This paper identifies the statements which show sufficient agreement among teachers so that they can be used to characterise a text type and make visible discrepancies between the teachers’ views and the official text type descriptions. This approach has already been applied to L1 German (Sigott, Krieg-Holz, Struger & Cesnik, 2020) and can be applied to all other languages. The results for English show that the suitability of the 23 statements varies considerably across text types. A subset of statements turns out to be suitable as dimensions for comparing al the English text types, an insight which seems very valuable for teaching practice. In addition, statements are identified which are suitable to characterise individual text types and those which should not be considered in describing text types. This, too, can be valuable information for teaching practice. These results are presented in a polarity profile for each text type. Key words: text types in secondary education, teaching writing, multilingual text type competence 237 OD BRANJA DO IZDELAVE LASTNE KNJIGE – V VEČ JEZIKIH IN NA VKLJUČUJOČ NAČIN MONIKA DOBRIJEVIČ Osnovna šola Fokovci, Slovenija monika.dobrijevic@gmail.com POVZETEK Članek predstavlja večjezične in medkulturne dejavnosti na Osnovni šoli Fokovci. Podrobneje opisuje dejavnosti kulturnega dne na temo jezikov, knjig in literature. Na dogodku so sodelovali vsi učenci, ki obiskujejo našo šolo. Na ta način so bili spodbujeni k branju knjig ter razumevanju procesa nastajanja knjig in vlogo ilustracij v tem procesu. Branje knjig z Elij, terapevtsko psičko, je povečalo njihovo motivacijo. Naučili so se tudi osnove štirih jezikov. Z večjezičnimi dejavnostmi na šoli prispevamo k ustvarjanju jezikom prijaznega okolja, kar je eden od glavnih ciljev projekta Jeziki štejejo. Ključne besede: branje, terapija, knjižna produkcija, ilustracije, večjezičnost 238 FROM READING TO MAKING YOUR OWN BOOK – IN MULTIPLE LANGUAGES AND IN AN INCLUSIVE WAY MONIKA DOBRIJEVIČ Osnovna šola Fokovci, Slovenia monika.dobrijevic@gmail.com ABSTRACT This article presents multilingual and intercultural activities at Primary School Fokovci. In more detail it describes the activities of the cultural day on the theme of languages, books and literature. Al pupils at the school were involved. In this way, they were encouraged to read books, understand the process of book production and the role of il ustrations in this process. Reading books with Eli the therapy dog boosted their motivation. They also learned the basics of four languages. Through multilingual activities at the school, we contribute to creating a language-friendly environment, which is one of the main objectives of the Languages Matter project. Key words: reading, therapy, book production, ilustrations, multilingualism 239 ODNOS ŠTUDENTOV DO UČENJA JEZIKOV V VEČJEZIČNEM KONTEKSTU MED PANDEMIJO COVID-19 MÁRTA FÁBIÁN, ILONA HUSZTI, ILONA LECHNER & ERZSÉBET BÁRÁNY Ferenc Rákóczi II Transcarpathian Hungarian College of Higher Education, Ukrajina fabian.marta@kmf.org.ua, huszti.ilona@kmf.org.ua, lechner.ilona@kmf.org.ua, barany.erzsebet@kmf.org.ua POVZETEK Spremembe v načinu življenja med pandemijo COVID so povzročile spremembe v učnem okolju in navadah naših študentov. Namen študije, ki smo jo izvedli med 95 študenti v večjezičnem visokošolskem okolju v Ukrajini (starimi od sedemnajst do devetinštirideset let), je bil preučiti, kako so se prilagodili razmeram med izrednim poučevanjem na daljavo v letu 2020 in njihov odnos do učenja jezikov v neobičajnih okoliščinah učenja na daljavo. Študenti so bili vključeni v učenje štirih jezikov (angleščine, madžarščine, ukrajinščine in nemščine) in so se zelo pogosto učili najmanj tri jezike hkrati. Oblikovali smo spletni vprašalnik, ki se je dotikal motivacije študentov in učnih strategij, ki so jih uporabljali v tem obdobju. Vprašanja so se nanašala na to, katera izmed obeh oblik poučevanja, v živo ali na daljavo, je bolj stresna, katera bolj zamudna in katera bolj učinkovita ter ali so kateri od študentov menili, da se je učenje na daljavo izkazalo kot uspešnejše, saj se je lahko vsak učil s svojo hitrostjo. Pozitiven rezultat izrednega poučevanja na daljavo je bil hiter razvoj digitalnih spretnosti, zato smo ocenjevali tudi delež tistih, ki so čutili znaten napredek. Kar zadeva učenje jezikov, smo preučevali motivacijo, čas, porabljen za učenje, težave ter prednosti in slabosti. Odgovori anketirancev so dokazali, da se je večina študentov znala prilagoditi učenju na daljavo in menila, da se lahko na ta način ustrezno uči. Vendar jih je več kot 80 % izrazilo, da bi občutili razočaranje, če bi se morali še naprej učiti na daljavo. Rezultati so pokazali, da so imeli študenti težave z razumevanjem slovnice ter bralnim in slušnim razumevanjem. Kot so pokazale ugotovitve, je večina učiteljev uspela pri študentih doseči tako notranjo kot zunanjo motivacijo. Kot zadnje področje smo preučevali še prednosti in slabosti učenja na daljavo z vidika študentov. Ključne besede: poučevanje na daljavo, izredno poučevanje na daljavo, odnos študentov do učenja jezika, motivacija pri študentih 240 LANGUAGE LEARNING ATTITUDE OF COLLEGE STUDENTS IN A MULTILINGUAL CONTEXT DURING THE COVID-19 PANDEMIC MÁRTA FÁBIÁN, ILONA HUSZTI, ILONA LECHNER & ERZSÉBET BÁRÁNY Ferenc Rákóczi II Transcarpathian Hungarian College of Higher Education, Ukraine fabian.marta@kmf.org.ua, huszti.ilona@kmf.org.ua, lechner.ilona@kmf.org.ua, barany.erzsebet@kmf.org.ua ABSTRACT Changes in our lifestyle during the COVID pandemic induced changes in the learning environment and habits of our students. The study we conducted among 95 students in a multilingual higher education (HE) context in Ukraine (aged between seventeen and forty-nine) aimed at examining how they adapted to the situation during the emergency remote teaching (ERT) in 2020 and their attitude towards language learning in unusual circumstances of distance learning (DL). The students were involved in learning four languages (English, Hungarian, Ukrainian and German), very often learning minimum three at a time. An online questionnaire was designed that touched upon students’ motivation and learning strategies used in that period. Questions were asked whether face-to-face teaching or DL was more stressful, more time-consuming and more effective, whether or not some students felt DL to be more successful since everyone could learn at their own speed. A positive outcome of the ERT was the rapid development of the digital skil s, so the proportion of those who felt considerable development was estimated. As to language learning, motivation, time spent on it, difficulties, benefits and drawbacks were examined. The respondents’ answers proved that the majority of the students was able to adapt to distance learning and felt they could learn properly. However, more than 80% of them expressed their disappointment should they have to continue learning remotely. The results showed that understanding grammar, reading and listening comprehension were difficult for students. As the findings revealed, most teachers motivated their students both intrinsical y and extrinsical y. Final y, the advantages and disadvantages of DL were examined from the students’ perspective. Key words: distance/remote teaching, ERT, students’ attitude to language learning, student motivation 241 JEZIKOVNE DELAVNICE KOT SREDSTVO ZA OZAVEŠČANJE O RAZLIČNIH JEZIKIH MOJCA FICKO Gimnazija Franca Miklošiča Ljutomer , Slovenija mojca.ficko@gfml.si POVZETEK Pomurje je prostor, v katerem imajo učenci možnost, da se na osnovni šoli učijo angleščino in/ali nemščino. Na dvojezičnih osnovnih šolah se jima pridruži madžarščina. Jeziki, kot so španščina, francoščina ali ruščina so redkeje poučevani jeziki v tem prostoru. Z njimi se dijaki prvič srečajo na srednji šoli. Gimnazija Franca Miklošiča v Ljutomeru, kjer sem zaposlena kot učiteljica tujih jezikov, je edina srednja šola v Pomurju, ki poleg angleškega in nemškega jezika nudi še španski, francoski in ruski jezik. Dijaki splošne in umetniške gimnazije, smer gledališče in film, imajo možnost, da si kot drugi tuji jezik izberejo španščino ali francoščino, kot tretji tuji jezik oziroma izbirni predmet pa poleg teh dveh jezikov še ruščino. Tudi dijaki programov predšolska vzgoja in medijski tehnik lahko tekom štiriletnega šolanja izberejo drugi tuji jezik kot izbirni predmet. Šola se aktivno vključuje v številne projekte. V okviru evropskega dneva jezikov vsako leto izvedemo jezikovne delavnice z namenom, da osnovnošolcem zadnje triade približamo redkeje poučevane jezike v Pomurju. Spodbujamo zgodnje poučevanje jezika, zato se odpravimo tudi v vrtce, kjer tudi najmlajšim približamo te jezike. Jezikovne delavnice po osnovnih šolah in vrtcih ne izvajajo učitelji, temveč dijaki vseh programov, ki želijo pri tem projektu sodelovati. Za učence pripravijo različne jezikovne igre, kvize in predstavitve v francoskem, madžarskem, ruskem in španskem jeziku. Tako poglobijo svoje znanje tujih jezikov in si naberejo nove izkušnje v medvrstniškem poučevanju ter se preizkusijo v vlogi učitelja. Z delavnicami poskušajo učencem pokazati, kako pomembno je znanje različnih jezikov, kako zelo nas jeziki povezujejo in da je svet veliko manjši, kot se zdi na prvi pogled. Cilj jezikovnih delavnic je ozaveščanje o večji prisotnosti različnih jezikov okrog nas, ne le angleškega in nemškega jezika, ki sta globoko zakoreninjena v predmetnikih pomurskih šol, česar pa ne bi mogli trditi za šole z drugih koncev Slovenije. Uvedba španščine, francoščine ali ruščine kot drugega tujega jezika v osnovnošolski sistem predstavlja velik izziv v Sloveniji, a še večji v Pomurju. Ključne besede: jezikovne delavnice, spodbujanje učenja tujih jezikov, položaj redkeje poučevanih jezikov v Pomurju, dijaki v vlogi učitelja 242 LANGUAGE WORKSHOPS AS A MEANS OF RAISING AWARENESS OF DIFFERENT LANGUAGES MOJCA FICKO Gimnazija Franca Miklošiča Ljutomer , Slovenia mojca.ficko@gfml.si ABSTRACT Pomurje is a region where pupils have the opportunity to learn English and/or German in primary school. In bilingual primary schools, Hungarian is also an option. Languages such as Spanish, French or Russian are less frequently taught in this area. Students first encounter them in secondary school. The Secondary School Franca Miklošiča in Ljutomer, where I work as a foreign language teacher, is the only secondary school in Pomurje to offer Spanish, French and Russian in addition to English and German. Students at our school, enrolled in the Grammar School programme or in the Performing Arts School – Theatre and Film programme, have the option of choosing Spanish or French as a second foreign language and in addition to these two languages, can also choose Russian as a third foreign language or elective subject. Students in the Preschool Education and Media Technician programmes can also choose a second foreign language as an elective subject during their four-year school programme. The school is actively involved in a number of projects. Every year, as part of the European Day of Languages, language workshops are held to introduce primary school pupils in the last three years of school to the less commonly taught languages in Pomurje. We encourage early language learning, so we also go to kindergartens to introduce the youngest children to these languages. The language workshops in primary schools and kindergartens are not run by teachers, but by students from al programmes who want to participate in this project. They prepare various language games, quizzes and presentations in French, Hungarian, Russian and Spanish. In this way, they deepen their knowledge of foreign languages, gain new experience in peer teaching and try out the role of a teacher. The workshops try to show students how important it is to know different languages, how much languages connect us and that the world is a much smaller place than it seems at first sight. The aim of the language workshops is to raise awareness of the presence of different languages around us, not only English and German, which are deeply rooted in the curricula of Pomurje schools, but which could not be said for schools in other parts of Slovenia. Introducing Spanish, French or Russian as a second foreign language into the primary school system is a major chal enge in Slovenia, but even more so in Pomurje. Key words: language workshops, promotion of foreign language learning, situation of less frequently taught languages in Pomurje, secondary school students as teachers 243 NAJLEPŠI JEZIKI PO IZBORU GIMNAZIJK IN GIMNAZIJCEV ALJA LIPAVIC OŠTIR Univerza v Mariboru, Slovenija / UCM Trnava, Slovaška alja.lipavic@um.si POVZETEK V raziskavi, objavljeni leta 2021 (Lipavic Oštir, Muzikářová), predstavljamo estetske preference slovenskih in slovaških gimnazijk in gimnazijcev, kar zadeva jezike. Ugotavljamo, kateri jeziki se jim zdijo najlepši in zakaj. Odgovore smo analizirali kvantitativno in kvalitativno ter jih predstavili primerjalno za obe državi. Ob tem ugotavljamo skoraj identične vzporednice, ko gre za izbor jezikov in utemeljitev izbora. Te ugotovitve iz omenjene monografije želim osvetliti z nekaj novih perspektiv, saj je primerljivost rezultatov presenetljiva. Tako bom v prispevku rezultate primerjala s sorodnimi raziskavami in jih po potrebi reinterpretirala. Ob tem bom rezultate analize soočila tudi z dognanji teorije o glasovnem vtisu posameznih jezikov in teorije o kulturnem ozadju, ki izbor določa. Ključne besede: estetske preference, gimnazijci in gimnazijke, nabor jezikov 244 THE MOST BEAUTIFUL LANGUAGES AS SELECTED BY GRAMMAR SCHOOL STUDENTS ALJA LIPAVIC OŠTIR Univerza v Mariboru, Slovenia / UCM Trnava, Slovakia alja.lipavic@um.si ABSTRACT In a study published in 2021 (Lipavic Oštir, Muzikářová), we present the aesthetic preferences of Slovenian and Slovak grammar school students with regard to languages. We find out which languages they find most beautiful and why. The answers were analysed quantitatively and qualitatively and presented comparatively for both countries. In doing so, we find almost identical parallels when it comes to the selection of languages and the justification for the selection. I would like to shed some new light on these findings from the above-mentioned monograph, as the comparability of the results is striking. Thus, in this paper I wil compare the results with related research and reinterpret them where necessary. In doing so, I wil also confront the results of the analysis with the findings of the theory of voice impression of individual languages and the theory of the cultural background that determines the selection. Key words: aesthetic preferences, grammar school students, a selection of languages 245 VSEBINSKO IN JEZIKOVNO INTEGRIRANO UČENJE ANGLEŠČINE V ZGODNJEM OBDOBJU TAMARA KRUŠIČ Osnovna šola Šempas, Slovenija tamkru@hotmail.com POVZETEK Sem učiteljica angleščine na razredni stopnji in poučujem mlajše učence od 1. do 3. razreda. V zadnjem letu sem se izobraževala na področju poučevanja angleščine v zgodnjem obdobju. Ker sama že peto leto poučujem učence od 1. razreda naprej, sem se letos predvsem ukvarjala z vsebinskim in jezikovno integriranim učenjem (CLIL), ki je po mojem mnenju najbolj podobno usvajanju maternega jezika. Sploh pri mlajših otrocih je pomembno, da je učenje celostno, aktivno ter omogoča implicitno pridobivanje znanja, kar v zgodnjem obdobju omogoča CLIL. Tudi sama sem letos opazila, da je ta način poučevanja pri mlajših učencih uspešnejši od tradicionalnega. V svoji predstavitvi bom poskusila natančneje predstaviti nekaj primerov uporabe CLIL-a pri pouku angleščine na razredni stopnji. Predstavila bom primera 2 učnih ur, primernih za poučevanje angleščine v 2. oziroma 3. razredu. Pri CLIL-u je pomembno, da so vsebine kognitivno primerne za učence, prilagojene njihovi razvojni stopnji, ne prelahke in ne prezahtevne. Vsebine je potrebno uskladiti z vsebinami drugih predmetov, ki jih imajo v posameznem razredu. V 2. razredu učenci spoznajo letne čase in koledar in se učijo poiskati informacije s pomočjo koledarja (tematski sklop čas). Tako sem ob upoštevanju njihovega predznanja v slovenščini, oblikovala učno uro v angleščini. Kljub temu da sem bila v začetku skeptična glede izvedbe, so bili učenci zelo motivirani za delo in smo vse aktivnosti zelo uspešno izpeljali. V 3. razredu sem pripravila učno uro na temo ravnanja z odpadki (tematski sklopa snovi in okoljska vzgoja). Tudi v 3. razredu so bili učenci zelo motivirani za delo, kar pritrjuje dejstvu, da je CLIL zagotovo najuspešnejši način poučevanja angleščine v zgodnjem obdobju. Ključne besede: vsebinsko in jezikovno integrirano učenje (CLIL), poučevanje angleščine, mlajši učenci, usvajanje maternega jezika, motivacija, uspeh 246 ENGAGING YOUNG LEARNERS THROUGH CLIL TAMARA KRUŠIČ Osnovna šola Šempas, Slovenia tamkru@hotmail.com ABSTRACT I am an English teacher at a lower primary school level, teaching young learners in grades 1 to 3. For the past 10 months I have been attending a course on teaching English to young learners. I have been an English teacher for 5 years now, so the main focus of my professional development in the past year has been on CLIL (content and language integrated learning), which in my opinion resembles mother tongue acquisition. This is very important when it comes to teaching young learners who need a more holistic approach. This way of teaching has proved to be very successful since learners are more active and acquire language implicitly by learning different contents. I have also noticed this year that this approach is far more successful with young learners than the more traditional approaches. In my presentation, I wil try to elaborate on some examples of the use of CLIL in English at a lower primary school level. I wil present two examples of how we can use CLIL in grades 2 and 3. When using CLIL in class it is important that content is cognitively appropriate for learners, and we should consider their stage of development and make sure that the tasks are not too easy nor too difficult for them. This could be done by taking into consideration the contents of other subjects (Maths, Music, Art, PE etc.). In grade 2 students learn about the seasons and the calendar in Slovene, so I decided to do an English lesson on this topic. I was at first sceptical about this lesson, but even though it is a difficult topic to discuss in English, it helped a lot that the students previously talked about it in Slovene. They were highly motivated and did not have any problems carrying out the activities successful y. In grade 3 they learn about environment and environmental problems, so I decided to do a lesson on recycling. These students were also motivated and considering their previous knowledge in Slovene, the lesson proved to be successful. Seeing learners motivated for work is the primary goal and by following CLIL success is guaranteed. Key words: content and language integrated learning (CLIL), teaching English, young learners, mother tongue acquisition, motivation, success 247 PREPOZNAVNOST ANGLEŠKEGA JEZIKA V KOPELI SVETOVNIH JEZIKOV VIOLETA HUSU Osnovna šola Antona Žnideršiča Ilirska Bistrica, Slovenija violeta.husu@gmail.com POVZETEK Namen te predstavitve je podati primere dobre prakse, v povezavi z doseganjem učnih ciljev in ocenjevanja temeljnega standarda znanja za prvo triletje OŠ pri predmetu angleščina. Standard znanja prepoznati ciljni tuji jezik angleščina med ostalimi tujimi jeziki nam omogoča izvedbo dinamičnih, jezikovno bogatih učni ur, ki učencem približajo ostale svetovne jezike, ne le angleščino. Učitelji angleščine na razredni stopnji se vsako leto srečamo z obravnavo vsebin in ocenjevanjem znanja prav posebnega temeljnega standarda znanja na področju slušne zaznave iz UN 2013: »Učenec ima skladno s cilji iz tega učnega načrta razvito spretnost/zmožnost poslušanja in slušnega razumevanja. Pokaže jo tako, da prepozna, da je besedilo v tujem jeziku (prepozna ciljni tuji jezik med drugimi jeziki).« Za doseganje ciljev povezanih s tem standardom znanja potrebujemo 4 PU, kjer se poglobimo v spoznavanje jezikov. Učne ure v 1. in 2. razredu OŠ so tako ure jezikov presenečenja. Učenci spoznavajo, da se lahko sporazumevamo v več jezikih, da ni angleščina eden in edini. Spoznavajo podobnosti in razlike, kateri jim zveni bolj domače, kateri popolnoma tuje. Predvsem pa, da znajo prepoznati angleški jezik med ostalimi svetovnimi jeziki. Pomembno je, da je učitelj aktiven na vseh področjih ure - pripovedovanje, petje, poimenovanje osnovnih fraz manj poznanih jezikov. Vključeni so tudi učenci z neslovenskim jezikovnim ozadjem. Pripovedujejo zgodbe, pojejo pesmi v svojem jeziku, kateremu nagajivo dodamo kakšen angleški stavek. V razredu imamo pozdrave desetih držav, štejemo do 10, poimenujemo vsakodnevne predmete, poslušamo pesmi v več jezikih (npr. Five Little Ducks v 6 jezikih). Spoznajo pravljico Zelo lačna gosenica v kar osmih jezikih. Na te dni velja posebno pravilo - vsakič, ko slišijo angleščino, morajo dvigniti roko. Spodbujeni so k natančnemu, sodelovalnemu in dinamičnemu poslušanju. Vsakega tujega stavka se veselijo, ugibajo v kakšnem jeziku kaj poslušajo ali se učitelj izrazi. Tako so doseženi vsi cilji učnih ur, standard znanja pa je večinoma uspešno dosežen – prepoznajo ciljni tuj jezik angleščina med drugimi jeziki, na igriv način. Tema predstavitve je povezana z dvema temama konference: ocenjevanje v razno-/večjezičnem kontekstu, saj bo predstavljen primer dobre prakse, kako z učnimi metodami doseči znanje temeljnega standarda znanja v prvem triletju OŠ, ter jezikovna ozaveščenost/prebujanje za jezike. Učenci se med temi urami srečajo z zelo velikim številom svetovnih jezikov. Spoznavajo, da se svet izraža na enak način, le da vsak nekaj pove v svojem jeziku. Učenci ugotavljajo, kateri jezik jim je bližji, kateri zveni prijazno, melodično, zanimivo, kateri je popolnoma drugačen od ostalih. V prispevku bo predstavljen primer dobre prakse, v katerem se navezujemo na temeljni standard znanja prepoznati, da je besedilo v tujem jeziku (učenec prepozna ciljni tuji jezik med drugimi jeziki). Predstavljene bodo učne ure, učne vsebine in metode, ki so uporabljene med učnimi urami, za doseganje zgoraj omenjenega standarda znanja. To bo primer dobre prakse, ko lahko s takimi urami dosežeš več, kot le zgolj poslušanje pesmic in ugotavljanje, katera izmed teh je angleška. Prispevek je namenjen vsem pedagogom in učiteljem tujih jezikov. Ključne besede: tuji jeziki, ocenjevanje, angleščina, igra 248 RECOGNISING ENGLISH IN THE POOL OF WORLD LANGUAGES VIOLETA HUSU Osnovna šola Antona Žnideršiča Ilirska Bistrica, Slovenia violeta.husu@gmail.com ABSTRACT The purpose of this presentation is to provide examples of good practice in relation to the achievement of the learning objectives and assessment of the core knowledge standard for the first three years of primary school in the subject of English. The knowledge standard to identify the target foreign language, i.e., English, among other foreign languages al ows us to deliver dynamic, linguistical y rich lessons that expose pupils to other world languages, not only English. Every year, English teachers at the lower primary level find themselves having to address the content and assess the knowledge relating to the specific core knowledge standard from the National Curriculum 2013 in the area of listening and listening comprehension: “The pupil has developed listening and listening comprehension skil s/abilities in line with the objectives of this curriculum. The pupil demonstrates this by recognising that a text is in a foreign language (identifies the target foreign language among other languages)." To achieve the objectives related to this knowledge standard, we need 4 (extra) early classes during which we delve deeper into getting to know languages. The lessons in grades 1 and 2 of primary school are thus surprise language lessons. The pupils learn that we can communicate in several languages, and that English is not the one and only. They learn about the similarities and differences, which language sounds more familiar, which sounds completely foreign. Above al , they are able to identify English among other world languages. It is important that the teacher is active in all areas of the lesson - storytel ing, singing, naming basic phrases of less familiar languages, etc. Pupils with a non-Slovenian language background are also included. They tel stories, sing songs in their own languages, to which we mischievously add an English phrase here and there. In class we have greetings from ten countries, count to 10, name everyday objects, listen to songs in several languages (e.g., Five Little Ducks in 6 languages). They learn about the fairy tale The Very Hungry Caterpil ar in eight languages. There is a special rule on these days - every time they hear English, they have to raise their hand. They are encouraged to listen careful y, cooperatively and dynamically. They look forward to every foreign sentence, guessing what language they are listening to or what language the teacher is expressing herself in. In this way, all lesson objectives are met and the standard of proficiency is mostly successful y achieved – the students identify the target foreign language, i.e., English, among other languages, in a playful way. The theme of the presentation is linked to two topics of the conference: assessment in a multi-/multilingual context, as it wil present a good practice example of how to use teaching methods to achieve proficiency in line with the core knowledge standard in the first three years of primary school, and language awareness/awakening for languages. During these lessons, pupils are exposed to a very large number of world languages. They learn that the world expresses itself in the same way, but that people wil use different languages to do so. The students find out which language feels closer to them, which one sounds friendly, melodious, interesting, which one is completely different from the others. This paper wil present an example of good practice, in which we refer to the core knowledge standard to recognise that a text is in a foreign language (the learner identifies the target foreign language among other languages). It wil present the lessons, the teaching content and the methods used during the lessons to achieve the above-mentioned knowledge standard. This wil be an example of good practice where such lessons can go beyond listening to songs and identifying which one is English. This article is aimed at educators and foreign language teachers. Key words: foreign languages, assessment, English, play 249 JEZIKOVNA OZAVEŠČENOST/PREBUJANJE ZA JEZIKE LUKA ŽIŽEK Osnovna šola Ljudski vrt Ptuj, Slovenija luka.zizek@os-ljudskivrtptuj.si POVZETEK Za izbrano tematiko sem se odločil, da bi motiviral učenke in učence k razmisleku ter jih motiviral za učenje nemškega jezika. Na našem koncu Slovenije, na Štajerskem, v našem vsakdanjem življenju je ta pojav redno prisoten, a se njegove prisotnosti običajno učenke in učenci niti ne zavedajo. Gre za uporabo nemških besed, ki so bile prevzete iz tujega jezika in so neusklajena z normo knjižnega jezika. Pod predpostavko, da takšnih besed ni malo ter da se zelo pogosto uporabljajo, sem povprašal učenke in učence osmih ter devetih razredov, koliko takšnih besed poznajo in kako pogosto jih uporabljajo. Izbral sem 100 takšnih besed, ter sestavili ocenjevalno lestvico od 1 do 5. Z anketo sem želel vzpodbuditi učenke in učence, da razmišljajo o tem pojavu in hkrati želel ugotoviti, katere se najpogosteje uporabljajo, na katerem področju jih je največ, ali se jih sploh zavedajo, da jih uporabljajo, in v kolikšni meri se uporabljajo. Razširjenost uporabe teh besed je med osnovnošolci velik. Glavni cilj je vzpodbuditi učence k učenju in raziskovanju nemščine, saj veliko osnovnošolcev v svojem vsakdanjiku uporabljajo le-te. Območje, na katerem živimo, je blizu avstrijske meje in tudi zgodovina tega dela Slovenije govori v prid predpostavki, da bodo rezultati zgovorni. Današnja mladina uporablja sleng, v katerem je ogromno prevzetih in popačenih besed. Večina jih izhaja iz angleščine, veliko pa tudi iz nemščine. Večina te besede pozna že iz otroštva, saj so jih uporabljali njihovi starši in stari starši. Sami vedo, da so besede prevzete iz drugih jezikov, ne vejo pa iz katerih. Najdejo pa se tudi taki, ki mislijo, da so besede slovenskega izvora. Tisti, ki se učijo nemščino, sčasoma ugotovijo, da so si besede podobne, in začnejo sklepati, da so nemškega izvora, a s to nalogo jih bom poskušal vzpodbuditi k razmisleku ter pridobiti podatke o le-tem. Ugotovitve bodo ponazorjene z grafi in obrazložitvami. Cilj je seznaniti osnovnošolce z dejstvom, da uporabljajo veliko besed, ki izhajajo iz nemškega jezika ter jih v prihodnje vzpodbuditi k učenju nemščine. Ta pojav je posledica zemljepisnih razmer in zgodovinske upravno-politične delitve zemlje. Zastavljeni so bili naslednji cilji: ugotoviti poznavanje nemških besed ter njihovih izpeljank, ugotoviti pogostost uporabe le-teh, izvesti anketo med učenkami in učenci osmih in devetih razredov, analizirati rezultate ankete, predstavitev rezultatov učenkam in učencem. Postavljene so bile hipoteze, ki so se kasneje potrdile ali so bile ovržene. Uporabljene bodo naslednje metode dela: iskanje podatkov iz literature, iskanje podatkov na spletnih straneh, anketiranje, statistična obdelava podatkov, analiziranje ter vrednotenje. Predvidevam, da mi je uspelo čim več učencem predstaviti, kako zelo nemški jezik vpliva na naš vsakdanji govor in kako je sploh prišlo do tega v slovenskem jeziku ter jih s tem predvsem pritegniti k učenju tega jezika ali jezikov na splošno. Sprva so sprejeli to tematiko s zadržanostjo in mnenjem, da ta tema sploh ni tako pomembna ali da je celo težka, vendar jih je ravno to pritegnilo k sodelovanju. Res je, da literature o tej temi ni prav veliko in da je nekaterim ta tema čisto tuja, a mislim, da mi je v veliki meri uspelo pritegniti zanimanje za nadaljnje poglabljanje v jezik ali morda celo na to temo. Premalokrat se zavedamo, da je na naš sedanji jezik in kulturo vplivala zgodovina. V šoli se učenkam in učencem velikokrat zdi kakšna lekcija pri slovenščini ali zgodovini nezanimiva in/ali nepomembna. Ravno takšna raziskava, pa lahko vzpodbudi k nadaljnjemu učenju, raziskovanju jezika ter pokaže njeno pravo vrednoto. Glavni cilj je učence vzpodbuditi k raziskovanju ter učenju nemščine, jih seznaniti z dejstvom, da se nemščina v našem vsakdanjem govoru veliko uporablja, čeprav se v veliki meri tega sploh ne zavedamo. Hotel sem zasledovati cilj, da jih s to ter podobnimi aktivnostmi pritegnem k učenju tega jezika ali jezikov na splošno, se poglobiti v to ali podobnim tematikam ter nenazadnje, da sledimo cilju medpredmetnega povezovanja (slovenščina, angleščina, zgodovina). Ključne besede: jezikovna ozaveščenost prebujanje za jezike, popačenke, izposojenke, germanizmi, nemščina, osnovnošolci 250 LANGUAGE AWARENESS/AWAKENING TO LANGUAGES LUKA ŽIŽEK Osnovna šola Ljudski vrt Ptuj, Slovenia luka.zizek@os-ljudskivrtptuj.si ABSTRACT I chose this topic to motivate students to think and to learn German. In our part of Slovenia, in Styria, in our everyday life, this phenomenon is regularly present, but usual y the pupils are not even aware of its presence. It is visible in the use of German words that have been taken over from a foreign language and are not in line with the norm of the literary language. On the assumption that such words are not few and that they are used very often, I asked pupils in grades 8 and 9 how many such words they knew and how often they used them. I chose 100 such words and drew up a rating scale from 1 to 5. A survey was designed to encourage pupils to think about this phenomenon and also to find out which are most commonly used, in which area they are most used, whether the pupils are even aware that they use them, and to what extent the use them. The prevalence of the use of these words is high among primary school students. The main aim is to encourage pupils to learn and explore German, as many primary school pupils use these words in their everyday life. The area in which we live is close to the Austrian border and the history of this part of Slovenia also supports the assumption that the results wil be tel ing. Today's young people use slang, which is full of loanwords and non-standard words. Most of it comes from English, but a lot of it also comes from German. Most pupils know these words from their childhood, as their parents and grandparents used them. They know that the words are taken from other languages, but they do not know which ones. There are also some pupils who think that the words are of Slovene origin. Those who learn German eventually realise that the words are similar and start to assume that they are of German origin, but with this assignment I wil try to encourage them to think about it and to get information about it. The findings wil be il ustrated with graphs and explanations. The aim is to make primary school pupils aware of the fact that they use a lot of words originating from the German language and to encourage them to learn German in the future. This phenomenon is the result of geographical conditions and the historical administrative and political division of the land. The following objectives were set: to determine the knowledge of German words and their derivatives, to determine the frequency of their use, to carry out a survey among pupils in grades 8 and 9, to analyse the results of the survey, and to present the results to the pupils. Hypotheses were formulated, which were later confirmed or refuted. The fol owing working methods wil be used: literature search, web search, survey, statistical data processing, analysis and evaluation. I assume that I have succeeded in making as many pupils as possible aware of how much the German language influences our everyday speech and how this has come about in Slovene in the first place, and thus to attract them to learning this language or languages in general. At first, they were reluctant and thought that the topic was not that important or was even difficult, but this is what attracted them to participate. It is true that there is not a lot of literature on the subject and that for some people the subject is quite alien, but I think that I have succeeded to a large extent in attracting interest in delving further into the language or perhaps even into the topic. Too seldom we realise that our present language and culture has been influenced by history. At school, pupils often find a lesson in Slovene or History class uninteresting and/or irrelevant. It is precisely this kind of research that can encourage further learning and exploration of a language and show its true value. I wanted to pursue the goal of engaging the pupils in this and similar activities to learn this language or languages in general, to delve deeper into this or similar topics and, last but not least, to pursue the goal of cross-curricular integration (Slovene, English, History). Key words: language awareness/awakening to languages, non-standard words, loanwords, Germanisms, German, primary school students 251 SKOZI IGRO DO ZNANJA JEZIKOV KLAUDIJA PAHOR Osnovna šola Brezovica pri Ljubljani, Slovenija klaudija.pahor@gmail.com POVZETEK Igra je učinkovit način za večjezično poučevanje, saj skozi različne dejavnosti vzbujamo pozornost otrok in jih motiviramo k dejavnostim, kar vodi k zanimivemu, razgibanemu pouku in posledično k trajnejšemu znanju. Kadar pouk poteka na ustvarjalen in dinamičen način, je osvajanje znanja bolj sproščeno. Poleg učenja jezikov, imajo učenci priložnost za povezovanje, spoznavanje različnih kultur ter za vzajemno učenje. Pri učenju tujih jezikov je najpomembneje, da so učenci motivirani, se učijo sproti ter da jih ni strah napak. Jezike lažje osvajajo, če pozorno poslušajo in čim več govorijo. Vsako učenje zahteva veliko utrjevanja, da se naučeno lahko uporablja v praksi. Učenci se na splošno radi igrajo. In ravno s pomočjo iger jim želim tuje jezike in kulturo drugih držav približati na sproščen, igriv in zabaven način. Igre so odlična metoda popestritve učne ure in motivacije učencev za delo. Skozi igro snov lažje utrdijo in zgubljajo strah pred napakami, kar je pri uporabi tujih jezikov zelo pomembno. Igre so zelo uporabne za utrditev ali ponovitev snovi na začetku ali koncu ure. Učenje tujega jezika je dolgotrajen proces, pri katerem skozi različne kanale pridobivamo, shranjujemo, uporabljamo in razumemo informacije. V učenje je potrebno vložiti veliko truda. Če učenje poteka na zabaven, prijeten način, bodo učenci motivirani in znanje bodo lažje osvojili. Pri svojem poučevanju skušam biti čim bolj fleksibilna, predvsem pa učence medkulturno povezovati. Ključne besede: igrivo učenje, sproščeno učenje, motivacija 252 ACQUIRING LANGUAGE KNOWLEDGE THROUGH PLAY KLAUDIJA PAHOR Osnovna šola Brezovica pri Ljubljani, Slovenia klaudija.pahor@gmail.com ABSTRACT Play is an effective way to teach multilingualism, as through a variety of activities, we capture children’s attention and motivate them to engage in activities which leads to interesting, varied lessons and, as a result, more lasting knowledge. When lessons are taught in a creative and dynamic way, learning is more relaxed. In addition to language learning, pupils have the opportunity to network, learn about different cultures and learn from each other. The most important thing in learning foreign languages is that the students are motivated, learn as they go along and are not afraid to make mistakes. They learn languages more easily if they listen carefully and speak as much as possible. Al learning requires a lot of consolidation so that what is learnt can be put into practice. Students general y like to play. And it is through play and games that I want to introduce them to foreign languages and the cultures of other countries in a relaxed, playful and fun way. Games are a great way to enrich the lesson and motivate students to work. Games help the students to consolidate the learning material and lose their fear of making mistakes, which is very important when using foreign languages. Games are very useful for reinforcing or reviewing material at the beginning or end of a lesson. Learning a foreign language is a long process of acquiring, storing, using and understanding information through different channels. It takes a lot of effort to learn effectively. If learning is done in a fun, enjoyable way, the students wil be motivated, and the knowledge wil be easier to acquire. I try to be as flexible as possible in my teaching, but above al I try to help my students connect interculturally. Key words: playful learning, relaxed learning, motivation 253 POUČEVANJE JEZIKA PREKO IGRE – KAKO POUČEVATI INOVATIVNO PREKO DRAMSKE IGRE? ŽANA PRENDL Dvojezična osnovna šola I Lendava / 1. Számú Lendvai Kétnyelvű Általános Iskola, Slovenija zanakusek@gmail.com POVZETEK V prispevku bi želela predstaviti nekaj konkretnih primerov dobre prakse, kako poučujem na Dvojezični osnovni šoli I Lendava preko dramske igre. Preko dramskih iger otrokom približamo učenje in jezik na igrivi način. Pri tem otroci razvijajo verbalno in telesno komunikacijo, trenirajo pomnjenje, delajo na medsebojnih odnosih in zaupanju, delajo na samopodobi ter nadgrajujejo svoja močna področja in obenem usvajajo nove učne snovi. Igre, ki se navezujejo na učenje jezika vsebujejo večkrat besedo, ki jo želiš naučiti otrokom. Dano besedo oz. temo uporabimo v vizualni, gibalni in verbalni igri. Le te so spontane in dokaz, da se preko igre otroci veliko več naučijo. Ključne besede: dvojezičnost, igra, inovativnost 254 TEACHING LANGUAGE THROUGH DRAMA – HOW TO TEACH INNOVATIVELY THROUGH STAGE ACTING? ŽANA PRENDL Dvojezična osnovna šola I Lendava / 1. Számú Lendvai Kétnyelvű Általános Iskola, Slovenia zanakusek@gmail.com ABSTRACT In this article I would like to present some concrete examples of good practice of how I teach at the Bilingual Primary School I Lendava through stage acting. Through stage acting we bring children closer to learning and language in a playful way. In doing so, children develop verbal and physical communication, train their memory, work on relationships and trust, work on their self-esteem and build on their areas of strength while acquiring new learning material. Plays related to language learning repeatedly contain the word you want to teach the children. The given word or theme is used in visual, motor and verbal acting. These are spontaneous and show that children learn much more through acting. Key words: bilingualism, drama/stage acting, innovation 255 UČENJE TUJIH JEZIKOV Z METODAMI GIBANJA IN IGRE MARTINA ZUPAN KUSERBANJ Osnovna šola Vransko-Tabor, Slovenija martina.zupan@guest.arnes.si POVZETEK V zadnjem času se zelo poudarjajo celostni pristopi pri učenju in poučevanju tujega jezika, ne le pri mlajših otrocih, temveč tudi pri starejših učencih. Eden izmed takih celostnih pristopov k učenju in poučevanju nasploh je ustvarjalni gib ter učenje s pomočjo metod gibanja in igre. Bistveno pri tem je, da učenci rešujejo zastavljene probleme verbalno-kinestetično in v tesni interakciji z ostalimi učenci. Dokazano je, da pri takšnem delu nastane sproščeno vzdušje in visoka motiviranost za delo. Dejstvo, da sta gib in jezik v močni interakciji, delavnica, ki jo je na naši šoli na to temo vodila dr. Vesna Geršak, vprašanje, na kakšen način še lahko vzpodbudim in motiviram učence, tudi tiste s posebnimi potrebami, »FIT« aktivne metode poučevanja in gibanje, ki je prednostna naloga naše šole, so me vzpodbudili k temu, da več časa namenjam takemu pristopu pri poučevanju tujega jezika. V prispevku predstavljam teoretična izhodišča in praktične primere, ki smo jih izvajali v razredu. V času učenja na daljavo smo z učenjem preko gibanja in z njim povezane igre skušali »razbiti« monotonost sedenja pred ekranom in ohraniti motivacijo za delo. Učitelji so v procesu gibalnega ustvarjanja predvsem organizatorji in animatorji, ki učencem zastavljajo probleme, njihovo reševanje pa prepustijo njim samim. Pri ustvarjalnih gibalnih dejavnostih gre za način dela oz. za pristop, pri katerem učenci s pomočjo metod gibanja in igre usvajajo in izražajo različne učne vsebine. Učenci uporabljajo naravno gibanje kot izrazno sredstvo. Takšne dejavnosti omogočajo še učenje na drugih nivojih, ne samo na intelektualnem, saj spodbujajo tudi emocionalni in socialni razvoj. Tudi učencem s posebnimi potrebami je na ta način omogočen svoboden prostor za ustvarjanje, da se lahko sprostijo. Učenje preko gibanja pa izboljšuje tudi samopodobo učencev in povečuje njihovo zanimanje za učenje. Ključne besede: ustvarjalni gib, tuji jezik, naravno gibanje, »fit« aktivne metode poučevanja, učenje na daljavo, igra 256 LEARNING FOREIGN LANGUAGES THROUGH METHODS OF MOVEMENT AND PLAY MARTINA ZUPAN KUSERBANJ Osnovna šola Vransko-Tabor, Slovenia martina.zupan@guest.arnes.si ABSTRACT Recently, there has been a strong emphasis on holistic approaches to foreign language learning and teaching, not only for younger children but also for older learners. One such holistic approach to learning and teaching in general is creative movement and learning through the methods of movement and play. When it comes to these methods, it is essential that pupils solve the set problems in a verbal-kinaesthetic way and in close interaction with other pupils. It has been shown that such work creates a relaxed atmosphere and a high level of motivation for work. The fact that movement and language interact strongly; the workshop held by Dr Vesna Geršak on this topic at our school; the question of how else I can encourage and motivate my students, including those with special needs; the "FIT" active teaching methods; and movement, which is a priority for our school, have al encouraged me to spend more time on this approach to foreign language teaching. In this paper I present the theoretical background and practical examples that we have implemented in the classroom. During the distance learning sessions, we tried to "break" the monotony of sitting in front of a screen and keep motivated to work, through use of movement and movement-related play. Teachers are the main organisers and animators in the process of creativity through movement, setting problems for the students and al owing them to solve them on their own. Creative movement activities are a way of working or an approach in which students use movement and play to learn and express different learning content. Pupils use natural movement as a means of expression. Such activities also enable learning at levels other than the intel ectual as they encourage emotional and social development. This approach also gives pupils with special needs a free space to create and to relax. Learning through movement also improves students' self-esteem and increases their interest in learning. Key words: creative movement, foreign language, natural movement, "fit" active teaching methods, distance learning, play 257 SVOJO DRŽAVO LAHKO NAJBOLJE OPIŠEM V SVOJEM JEZIKU DOLORES PALČIČ Scuola elementare Dante Alighieri Isola – Osnovna šola Dante Alighieri Izola, Slovenija dolores.palcic@dante-alighieri.si POVZETEK Poučevanje slovenščine kot J2 na osnovni šoli z italijanskim učnim jezikom je pogosto izziv, pri katerem v zadnjih letih učencem skozi z učnim načrtom predvidene snovi poskušamo poleg slovenščine približati tudi jezike sošolcev priseljencev. V 7. razredu obravnavamo snov opis države, ki smo jo v letošnjem letu še nekoliko nadgradili. Ozadje oziroma ideja je nastala kar pri učencih samih. V preteklih letih si je vsak učenec izbral državo, ki jo je potem skozi govorni nastop s pomočjo PPT predstavitve predstavil sošolcem. Ker smo šola z italijanskim učnim jezikom, se je včasih zgodilo, da posamezne besede vsi sošolci niso razumeli, zato jo je učenec, ki je državo predstavljal, prevedel v italijanščino. Učencu, ki si je za predstavitev izbral Srbijo, se je porodila zamisel, da bi določene dele povedal kar v srbščini. Ker je to pri sošolcih sprožilo navdušenje, smo določili nova pravila: učenci priseljenci so predstavljali lastno državo. PPT predstavitev so pripravili v celoti v slovenskem jeziku, govorni nastop pa opravili izključno v svojem maternem jeziku. Ker so ob tem poslušalci na PPT lahko videli tudi slovensko različico, z razumevanjem niso imeli večjih težav, ampak jih je nastop v tujem jeziku navdušil in tudi vzbudil interes, da so kasneje sami sošolca spraševali po prevodu posameznih besed. Ker so na naši šoli razredi že v osnovi manj številčni, tako obliko predstavitve pa so imeli le učenci priseljenci, torej tisti, katerih materni jezik ni niti slovenščina niti italijanščina niti angleščina, obenem pa je istočasno z govorno predstavitvijo v tujem jeziku vse bilo zapisano tudi v slovenščini, sama izvedba učnih ur slovenščini kot J2 ni ničesar odvzela, ampak jih je le obogatila. S tem drugačnim, inovativnim pristopom smo dosegli, da so bili govorci ob nastopu bolj sproščeni, saj so lahko govorili v jeziku, v katerem so najmočnejši, obenem pa smo pri sošolcih vzbudili interes za tuji jezik, se srečali z večjezičnim poučevanjem iste snovi, ugotavljali podobnosti med sorodnimi jeziki, ob tem pa spoznavali tudi kulturno raznolikost predstavljenih držav. Čas, namenjen razvijanju strpnosti do drugih jezikov in kultur, je po našem mnenju dolgoročno gledano dobra investicija. V bodoče bomo predstavljeni način ohranili oziroma ga še nadgradili z delovnimi listi, ki bodo dvojezični in se bodo navezovali na slišano (v tujem jeziku) in na PPT predstavitev (v slovenskem jeziku). Ključne besede: priseljenci, materni jezik, opis države 258 LANGUAGING AT OUR SCHOOL DOLORES PALČIČ Scuola elementare Dante Alighieri Isola – Osnovna šola Dante Alighieri Izola, Slovenia dolores.palcic@dante-alighieri.si ABSTRACT Teaching Slovene as a second language in a primary school with Italian as the language of instruction is often a chal enge, and in recent years we have been trying to expose pupils through the curriculum material, to the languages of their fellow classmates from immigrant families in addition to Slovene. In grade 7, we are working on the description of a country, a teaching unit we have expanded a little this year. The background or the idea for this came from the pupils themselves. In previous years, each pupil chose a country and then presented it to their classmates with the help of a PowerPoint presentation. As the language of instruction at our school is Italian, it would sometimes occur that not al the classmates understood a certain word, so the presenting student would translate it into Italian. The student who chose Serbia for his presentation had the idea to say certain parts in Serbian. As this sparked enthusiasm among classmates, we set new rules: students from immigrant families were to present their own countries. They made their PowerPoint presentations entirely in Slovenian, and their oral presentation exclusively in their mother tongue. As the audience could also see the Slovenian version in the slides, they had no problems understanding it, but were so impressed by the performance in a foreign language that they later asked their classmates for translations of the words themselves. The classes at our school are already smaller in number and only immigrant students, i.e., those whose mother tongue is neither Slovene, Italian nor English, were able to carry out this form of presentation; in addition to this, the written contents of the presentations in Slovene were visible at the same time as the oral presentation was being carried out in the foreign language, therefore, the implementation of the lessons did not take anything away from Slovene as a second language class, but only enriched it. This different, innovative approach made the speakers more relaxed as they spoke, since they were able to speak in the language in which their linguistic abilities are strongest, while at the same time the approach proved to stimulate the interest of their classmates in the foreign languages they were listening to, exposing them to multilingual teaching of the same material, identifying similarities between related languages, and learning about the cultural diversity of the countries presented. In our opinion, time spent developing tolerance for other languages and cultures is a good investment in the long run. In the future, we wil maintain or build on this approach with bilingual worksheets that relate to what the students had heard in the presentations (in the foreign languages) and to the PowerPoint presentation slides (that were in Slovene). Keywords: immigrants, mother tongue, description of a country 259 SLOVENŠČINA – MOST DO SLOVANSKIH JEZIKOV LARA STELE Gimnazija Jožeta Plečnika Ljubljana, Slovenija lara.stele@gjp.si POVZETEK Prispevek predstavlja izvedbo učne ure pri predmetu slovenščina v gimnazijskem izobraževanju v okviru dejavnosti ob evropskem dnevu jezikov. Skupaj z učitelji tujih jezikov je bila za krovno temo evropskega dneva jezikov na naši šoli izbrana tema SLOVENŠČINA – MOST DO SLOVANSKIH JEZIKOV. V dejavnost pri uri slovenščine so bili vključeni naslednji jeziki: slovenščina kot učni jezik in makedonščina, hrvaščina ter srbščina na ravni A1, saj so bili dijaki izpostavljeni posameznim besedam v teh jezikih. Glavni učni cilj je bil, da so si dijaki uzavestili, da so si (južno)slovanski jeziki podobni in da nam znanje enega (južno)slovanskega jezika pomaga pri razumevanju drugih (južno)slovanskih jezikov. Z obravnavo te učne teme so dijaki tudi spoznavali osnovne jezikovne družine v Evropi in njihove pomembnejše jezike, kar je eden izmed učnih ciljev pouka slovenščine v gimnaziji, zapisan v Učnem načrtu, ter z različnimi metodami dela razvijali svojo sporazumevalno zmožnost. Različne dejavnosti, s katerimi so dijaki usvajali novo znanje, oblikovali stališča in razvijali spretnosti, so v prispevku predstavljene ter razčlenjene z referenčnimi opisniki ROPP-a (Referenčni okvir za pluralistične pristope k jezikom in kulturam). Pomemben del učne ure so bili govorni nastopi dijakov, katerih materinščina ni bila slovenščina, ampak eden izmed drugih južnoslovanskih jezikov. Ti dijaki so sošolcem pod mentorstvom učiteljice predstavili kulturno okolje, iz katerega izhajajo, naučili sošolce nekaj osnovnih besed in fraz iz svoje materinščine ter poročali o svoji izkušnji učenja slovenščine, ki je njihov učni jezik in jezik okolja. Po izvedenih aktivnostih je bila opravljena refleksija, v kateri so dijaki izpostavili, da je bilo predstavljanje svoje materinščine zanje zelo dragocena izkušnja. Ključne besede: slovenščina, južnoslovanski jeziki, evropski dan jezikov, materinščina, jezik okolja 260 SLOVENE – A BRIDGE TO SLAVIC LANGUAGES LARA STELE Gimnazija Jožeta Plečnika Ljubljana, Slovenia lara.stele@gjp.si ABSTRACT This paper presents the implementation of a lesson in the subject of Slovene in grammar school education as part of the European Day of Languages activities. Together with foreign language teachers, the overarching theme of the European Day of Languages at our school was SLOVENE – A BRIDGE TO SLAVIC LANGUAGES. The following languages were included in the Slovene lesson activities: Slovene as a language of instruction and Macedonian, Croatian and Serbian at A1 level, as students were exposed to individual words in these languages. The main learning objective was to make students realise that (South) Slavic languages are similar and that knowledge of one (South) Slavic language helps us to understand other (South) Slavic languages. By studying this learning topic, the students also learnt about the basic language families in Europe and their major languages, which is one of the learning objectives of the Slovene language class in grammar schools, as stated in the National Curriculum, and developed their communicative abilities through various methods of work. The various activities, which helped the students to acquire new knowledge, form attitudes and develop skills, are presented in the paper and analysed using the FREPA (the Framework of Reference for Pluralistic Approaches to Languages and Cultures) descriptors. An important part of the lesson were the oral presentations of students whose mother tongue was not Slovene, but one of the other South Slavic languages. These students, under the guidance of the teacher, presented their cultural background, taught their classmates some basic words and phrases from their mother tongue, and reported on their experience of learning Slovene, which is their language of instruction and the language of their environment. After the activities, a reflection session was held in which the students pointed out that presenting their mother tongue had been a very valuable experience for them. Key words: Slovene, South Slavic languages, European Day of Languages, mother tongue, language of the environment 261 ELEMENTI KULTURE V ZGODNJEM POUČEVANJU TUJEGA JEZIKA ALI KAKO UJETI PRAVEGA IRSKEGA ŠKRATA? MATEJA NOVAK Osnovna šola bratov Letonja Šmartno ob Paki, Slovenija mateja.novakova@gmail.com POVZETEK Za celostno učenje tujega jezika ni dovolj zgolj znanje slovničnih pravil in besedišča, pomembno je tudi poznavanje kulture ciljnega jezika. Elemente le-te redno vključujem v svoje delo z najmlajšimi učenci. Pri zgodnjem poučevanju tujega jezika se učenci s kulturo seznanjajo predvsem v povezavi s praznovanji različnih praznikov (npr. Halloween, Christmas, Pancake Day, Easter itd.). Opazila sem, da učence najbolj pritegnejo prazniki, ki so povezani z raznimi pravljičnimi bitji. To me je navdihnilo, da sem s prvošolci pri urah angleškega jezika v marcu izvedla mini projekt s katerim smo obeležili dan sv. Patrika, enega najbolj priljubljenih praznikov na angleško govorečem področju, zlasti na Irskem. Osrednja tema projekta so bili irski škratje leprekoni (leprechauns) in tradicije povezane z njimi. Pri predstavitvi želim podrobneje predstaviti svojo izkušnjo s projektom, njegovo izvedbo ter različne možnosti vsebinskega in integriranega učenja (CLIL), ki jih tovrstni način dela omogoča. V predstavitev so vključeni tudi dejanski izdelki učencev, ki so nastali v času projekta. Po izvedenem projektu smo z učenci izvedli samoevalvacijo in na podlagi pridobljenih rezultatov lahko trdim, da jim je takšen način dela všeč, radi so sodelovali pri posameznih aktivnostih in se pri tem več kot očitno zabavali. Napredek je bil opazen tudi na področju tujega jezika. Glede na to, da učni načrt TJA v 1. razredu dopušča veliko možnosti za nekoliko ustvarjalnejši pristop, se nameravam podobnega načina poučevanja posluževati tudi v prihodnje. Ključne besede: zgodnje poučevanje tujega jezika, projektno delo, CLIL, elementi kulture 262 ELEMENTS OF CULTURE IN EARLY FOREIGN LANGUAGE TEACHING OR HOW TO CATCH THE REAL IRISH ELF? MATEJA NOVAK Osnovna šola bratov Letonja Šmartno ob Paki, Slovenia mateja.novakova@gmail.com ABSTRACT To learn a foreign language comprehensively, it is not enough to know the grammar and vocabulary rules; it is also important to know the culture of the target language. I regularly incorporate elements of this into my work with younger learners. In early foreign language teaching, the learners are mainly introduced to the culture in connection with the celebration of different festivals (e.g., Halloween, Christmas, Pancake Day, Easter, etc.). I have noticed that the festivals that attract the learners the most are those associated with various fairy-tale creatures. This inspired me to carry out a mini-project with the first graders in my English lessons in March to celebrate St Patrick's Day, one of the most popular holidays in the English-speaking world, especially in Ireland. The project focused on Irish elves, i.e., leprechauns, and the traditions associated with them. In this presentation, I would like to elaborate on my experience of the project, its implementation and the different opportunities for content and language integrated learning (CLIL) that this way of working allows. The presentation also includes the actual products produced by the pupils during the project. After the project, we carried out a self-evaluation with the pupils and, based on the results obtained, I can say that they liked this way of working, they liked taking part in the activities and they more than obviously had fun doing it. Progress has also been made in the area of foreign language. Given that the English as a Foreign Language curriculum in grade 1 al ows a lot of scope for a slightly more creative approach, I intend to continue to use a similar teaching method in the future. Key words: early foreign language teaching, project work, CLIL, elements of culture 263 MODEL “RAZKON” – JEZIKOVNA IN KULTURNA RAZNOLIKOST V KONTEKSTU SILVA BRATOŽ & ANITA SILA Univerza na Primorskem Pedagoška fakulteta, Slovenija silva.bratoz@pef.upr.si, anita.sila@pef.upr.si POVZETEK V prispevku predstavljamo model RazKon, namenjen razvijanju raznojezične zmožnosti v predšolskem in šolskem okolju. Model učiteljem in vzgojiteljem ponuja sistematičen okvir s smernicami za izvedbo dejavnosti, ki spodbujajo jezikovno zavedanje in pozitivna stališča do jezikovne in kulturne raznolikosti. Za model RazKon je značilno povezovanje šestih dimenzij, ki se med seboj dopolnjujejo in prepletajo. To so metafora potovanja, izpostavljenost jezikovni raznolikosti, izpostavljenost kulturni raznolikosti, pristopi k učenju tujega jezika na zgodnji stopnji, prehajanje od konkretnega k simbolnemu in participacija otrok. Metafora potovanja je osrednja dimenzija, v okviru katere je razvijanje raznojezične kompetence pojmovano kot potovanje. Gre za pomemben vidik modela, saj otrokom ponuja pojmovni okvir, s pomočjo katerega lahko sistematično vizualizirajo svojo učno pot in s tem zavedanje raznolikosti. S tem, ko otroci potujejo v različne države z domišljijskim vlakom, lahko jezike in kulture izkusijo prek veččutnega zaznavanja (prek gibanja, petja, preizkušanja hrane, umetniškega izražanja ipd.). Model služi kot osnova za učinkovito načrtovanje dejavnosti skupaj z otroki, s katerimi se dogovarjajo o nadaljnjih destinacijah in nalogah, pri čemer v največji meri upoštevajo jezikovne in kulturne potrebe, interese ter izkušnje otrok v posamezni skupini. V drugem delu predstavljamo rezultate evalvacije modela v obliki kvalitativne raziskave, ki smo jo izvedli z dvema skupinama otrok (n=30), starimi 4-5 let. Ugotavljali smo, kako se udeleženci v raziskavi odzivajo na različne dimenzije modela in kako zaznavajo različne kulturne in jezikovne elemente, ki smo jih uvajali med učnim procesom. Ključne besede: jezikovna raznolikost, kulturna raznolikost, raznojezičnost, participacija otrok 264 THE DIVCON MODEL – LINGUSTIC AND CULTURAL DIVERSITY IN CONTEXT SILVA BRATOŽ & ANITA SILA Univerza na Primorskem Pedagoška fakulteta, Slovenia silva.bratoz@pef.upr.si, anita.sila@pef.upr.si ABSTRACT In this paper, we present the DivCon model, which aims to develop multilingual competence in the preschool and school environments. The model provides school and preschool teachers with a systematic framework with guidelines for implementing activities that promote language awareness and positive attitudes towards linguistic and cultural diversity. The DivCon model is characterised by the integration of six dimensions that interrelate with and complement one another. These are the metaphor of a journey, exposure to linguistic diversity, exposure to cultural diversity, approaches to early foreign language learning, moving from the concrete to the symbolic, and children's participation. The metaphor of a journey is the central dimension within which the development of multilingual competence is conceived as a journey. This is an important aspect of the model, as it provides children with a conceptual framework through which they can systematically visualise their learning journey and thus their awareness of diversity. By journeying to different countries on an imaginary train, children can experience languages and cultures through multi-sensory perception (through movement, singing, food testing, artistic expression, etc.). The model serves as a basis for effective activity planning with the children, with whom further destinations and tasks are agreed upon, taking into account as much as possible the linguistic and cultural needs, interests and experiences of the children in each group. In the second part, we present the results of the evaluation of the model in the form of a qualitative research carried out with two groups of children (N=30) aged 4-5 years. We investigated how the participants in the study reacted to the different dimensions of the model and how they perceived the different cultural and linguistic elements that were introduced during the learning process. Key words: linguistic diversity, cultural diversity, plurilingualism, children’s participation 265 UČENJE JEZIKOV V ČASU COVID-A ENVERA ANNE SULJIC1 & MONICA BAKER2 1 A-level Education Group, Azerbajdžan 2 New York State Teachers of English to Speakers of Other Languages (NYS TESOL), Združene države Amerike suljic.envera@gmail.com, monbabo@gmail.com POVZETEK V zadnjih dveh letih se je zaradi karantene, kakršne še ni bilo, veliko ljudi odločilo za samostojno učenje jezikov, medtem ko smo morali ostajati doma. Toda ali so bili ti jezikovni podvigi uspešni? Izvedli smo neformalno mednarodno raziskavo, v kateri smo udeležence prosili, naj razmislijo o svojem napredku in angažiranosti v učenje jezika v zadnjih dveh letih. V tem prispevku so obravnavani rezultati ankete, da bi ugotovili, kaj je bilo uspešno, kaj ne in kako lahko ti podatki pomagajo pri nadaljnjem učenju jezika. Da bi zbrali podatke o učenju jezika udeležencev v obdobju epidemije COVID-a, smo uporabili pristop mešanih metod. Nato smo pripravili vprašanja za zbiranje povratnih informacij udeležencev. Prejeli smo 116 odgovorov na anketo, naši anketiranci pa so predstavljali države po vsem svetu, med drugim Združene države Amerike, Azerbajdžan, Mehiko, Italijo, Poljsko, Kanado, Brazilijo, Somalijo, Salvador, Južno Korejo, Bangladeš, Francijo, Bosno, Grčijo, Finsko, Honduras, Turčijo, Nizozemska in Kazahstan. Anketirance smo prosili, naj navedejo jezike, ki jih že tekoče govorijo, in ti jeziki so bili različni, od angleščine, španščine do cahurščine in šone kot manjšinskih jezikov, med odgovori pa se je pojavila celo visoka valirijščina. Rezultati neformalne ankete, izvedene februarja 2022, kažejo, da so naši anketirani učenci jezikov uporabljali tako formalne kot neformalne platforme in programe za dostop do najrazličnejših jezikov ter svoj uspeh samo-evalvirali na različnih stopnjah. Čeprav so se pojavile številne teme, povezane z izkušnjami udeležencev pri samostojnem učenju jezika, si večje kompleksnosti, ki vplivajo na motivacijo, vire in uspeh, zaslužijo nadaljnjo pozornost. Širša raziskava bi koristila učencem jezikov, učiteljem jezikov in razvijalcem platform za učenje jezikov. Ključne besede: samostojno učenje jezikov, COVID, karantena, Duolingo 266 LANGUAGE LEARNING IN THE TIME OF COVID ENVERA ANNE SULJIC1 & MONICA BAKER2 1 A-level Education Group, Azerbaijan 2 New York State Teachers of English to Speakers of Other Languages (NYS TESOL), the United States of America suljic.envera@gmail.com, monbabo@gmail.com ABSTRACT Faced with unprecedented quarantines over the past two years, many people decided to pursue independent language learning while stuck at home. But were these language pursuits successful? We conducted an informal, international survey in order to ask participants to reflect on their progress and engagement with language acquisition over the past two years. This paper examines the results of the survey to find out what worked, what did not, and how this data can support language acquisition going forward. In order to gather data on participant language learning during COVID, we used a mixed methods approach. We then developed questions to collect participant feedback. We received 116 survey responses, and our respondents represented countries across the globe including the United States, Azerbaijan, Mexico, Italy, Poland, Canada, Brazil, Somalia, El Salvador, South Korea, Bangladesh, France, Bosnia, Greece, Finland, Honduras, Turkey, the Netherlands, and Kazakhstan. We asked respondents to identify the languages they are already fluent in, and these languages ranged from English, Spanish, to Tsakhur and Shona as minority languages, and even included high Valerian. The results of the informal survey conducted during February 2022 show that language learners utilized both formal and informal platforms and programs to access a wide variety of languages and experienced varying degrees of self-described success. While a number of themes emerged related to participant experience learning language independently, the greater complexities affecting motivation, resources, and success deserve further attention. Wider research would be of benefit to language learners, language educators, and language-learning platform developers. Key words: independent language learning, COVID, quarantine, Duolingo 267 JEZIKOVNO PREBUJANJE ZA JEZIKE S POMOČJO “RDEČE KAPICE” NATAŠA ROBIČ Osnovna šola Dobje, Slovenija natasa.robic@osdobje.si POVZETEK Jezikovna ozaveščenost v vzgojno-izobraževalnih zavodih ne le vpliva, temveč v veliki meri utrjuje zavedanje, da je učenje jezikov dinamičen in konstanten proces, ki omogoča trajnejše jezikovno znanje. V današnjem času je nujno potrebna funkcionalna pismenost, zato sem se zavestno odločila, da posodobim pouk slovenščine in pri učencih ter tudi ostalih učiteljih poskušam razviti jezikovno ozaveščenost »s pomočjo Rdeče kapice«, predvsem v slovenščini, angleščini, nemščini, srbščini, hrvaščini in španščini. Slovenščina, srbščina in hrvaščina so služile kot odlično izhodišče na podlagi sorodnosti jezikov. Angleščine in nemščine kot drugega tujega jezika se učenci na naši šoli učijo že vrsto let. Španščina pa je tista, ki je postala v zadnjih letih vsled telenovel med mladimi zelo aktualna. K interesu poznavanja različnih jezikov je imelo precejšen vpliv naše sodelovanje z gosti Erasmus + projektov. Ob njihovih obiskih tako vedno predstavijo učenci in učitelji pravljico v različnih jezikih. Pri pouku slovenščine pa smo nadgradnjo izvedli tako, da so šestošolci iskali besede iz pravljice v vseh prej omenjenih jezikih, pisali moderno verzijo v 7. razredu, Rdečo kapico s spremenjenim koncem pa pri angleščini v višjih razredih. Knjigo beremo z vsemi partnerji kar v 14-tih jezikih, tako da so jo učenci slišali v šoli, prav tako pa tudi najmlajši otroci naše enote vrtca. Učinki spodbujanja k večjezičnosti in medkulturnem sporazumevanju so se v pedagoški praksi pokazali predvsem v tem, da so se učenci naučili ceniti ter sprejemati jezikovno-kulturne razlike. Kot glavni ključ napredka se je izkazalo precej bolj neobremenjeno komuniciranje učencev v tujih jezikih – tako z gosti iz tujine kot tudi na izmenjavah. Ključne besede: jezikovno prebujanje, večjezičnost, Rdeča kapica 268 LINGUISTIC AWAKENING TO LANGUAGES WITH THE HELP OF “LITTLE RED RIDING HOOD” NATAŠA ROBIČ Osnovna šola Dobje, Slovenia natasa.robic@osdobje.si ABSTRACT Language awareness in educational institutions not only influences, but also largely reinforces the awareness that language learning is a dynamic and constant process, which allows for a more permanent language proficiency. Functional literacy is a necessity in today's world, and I have made a conscious decision to modernise our Slovene language class and try to develop language awareness in my pupils and other teachers "with the help of the Little Red Riding Hood", especial y in Slovene, English, German, Serbian, Croatian and Spanish. Slovene, Serbian and Croatian have served as an excel ent starting point, based on language affinities. English and German as second foreign languages have been taught at our school for many years. Spanish is the one that has become very popular among young people in recent years due to soap operas. Our cooperation with Erasmus+ project guests has had a significant impact on the interest in learning different languages. Thus, on their visits, pupils and teachers always present a fairy tale in different languages. In Slovene class, we have built on this by having sixth graders look up words from the fairy tale in al the languages mentioned above, writing a modern version in grade 7, and writing Little Red Riding Hood with a changed ending in English class in the upper grades. We read the book in 14 languages with al our partners, so the pupils heard it in school, as did the youngest children in our preschool unit. The effects of promoting multilingualism and intercultural communication have been demonstrated in teaching practice, especially in the way that pupils have learned to appreciate and accept linguistic and cultural differences. What has turned out to be the main key to progress is the much more relaxed way in which pupils communicate in foreign languages - both with foreign guests and on exchanges. Key words: awakening to languages, multilingualism, Little Red Riding Hood 269 ARETAIC PEDAGOGY FOR LANGUAGE TEACHING: TOWARDS OR RETURNING BACK TO “OUSIA”? ISAAK PAPADOPOULOS Larnaca Col ege - School of Education, Ciper isaakpapad1@gmail.com POVZETEK V tem raznolikem svetu številnih izzivov je izobraževanje učencev deležno velike pozornosti, kar povečuje potrebo po temeljiti reformi. Glede na vse to se aretejska pedagogika kaže kot okvir, ki se lahko prilagodi potrebam učencev in učiteljev ter jih pripelje do novih pogledov na življenje, poučevanje in učenje. Aretejska pedagogika je podana kot predlog za prevetren primer dobrega poučevanja, ki namesto na znanju temelječe perspektive v središče postavlja na vrlinah temelječ pristop k izobraževanju. V skladu s takim pristopom je poučevanje etična in na krepostih temelječa praksa, ki lahko olajša razvoj učencev v okviru, ki spodbuja pozitivne občutke, stališča in vedenje v razredu in zunaj njega. Njegov epistemološki okvir temelji na treh sestavinah: pojmu poučevanja kot prakse, utelešenju notranjih dobrin pri poučevanju/učenju jezikov in izkoriščanju zasebnega znanja učencev. V ta namen lahko spodbujanje dialoškega prostora v razredu in izvajanje dejavnosti, usmerjenih v igro, služita kot koristna elementa pri oblikovanju okolja, ki bo učencem omogočilo gojenje njihovih vrlin. V tej predstavitvi bo podan podroben opis tega aretejskega okvira v povezavi z izobraževanjem, natančneje, z jezikovnim poučevanjem mlajših učencev. Poskusili bomo predstaviti pedagoške dejavnosti in izvesti razpravo o načinih spodbujanja vrlin, poseben poudarek pa bo namenjen vlogi učiteljev, učnih gradiv in učencev. Ključne besede: aretejska pedagogika, mlajši učenci, poučevanje jezika, dialoško poučevanje 270 ARETEJSKA PEDAGOGIKA ZA POUČEVANJE JEZIKOV: V SMERI PROTI ALI NAZAJ K “OUSII”? ISAAK PAPADOPOULOS Larnaca Col ege - School of Education, Cyprus isaakpapad1@gmail.com ABSTRACT Within this diverse world of multiple chalenges, educating students has been receiving a significant attention intensifying the need for a substantial reform. Given the above, Aretaic pedagogy is seen a framework, which can accommodate students’ and teachers’ needs leading them to new perspectives of life, teaching and learning. Aretaic pedagogy is suggested as a refreshing example of good teaching, putting at its centre, instead of a knowledge-based perspective, a virtue-based approach to education. According to it, teaching is an ethical and virtue-driven practice, which can facilitate students’ development within a context which promotes positive feelings, attitudes and behaviours within and outside the classroom. Its epistemological framework is based on three components: the notion of teaching as a practice, the embodiment of internal goods in language teaching/learning and the harnessing of students’ private knowledge. To this end, fostering a dialogical place in the classroom and implementing game-oriented activities can serve as beneficial elements in constructing an environment which wil al ow students to cultivate their virtues. In this presentation, a detailed description of this aretaic framework wil be completed in relation to education and more specifical y to language teaching of young learners. Pedagogical activities and a discussion on the ways virtues can be promoted wil be attempted while special emphasis wil be placed on the role of the teachers, the educational materials and the students. Key words: aretaic pedagogy, young learners, language teaching, dialogical teaching 271 PLAKATNE PREDSTAVITVE / POSTER PRESENTATIONS 272 PLAKAT ZA MEDNARODNI PROJEKT “SLIKE NA LEDU” TINA RAJHMAN Šolski center Kranj, Slovenija tina.rajhman@gmail.com POVZETEK Bistvo mednarodnega projekta »Bilder am Eis« je plakat, ki ga izdela vsaka šola udeleženka, in je vsako zimo razstavljen na zamrznjenem jezeru v Avstriji. Projekt organizira avstrijski Koroški medijski center, zajema več kot sto šol iz vse Evrope, trenutno pa pri njem sodeluje šest slovenskih šol. Predstavitev plakata pokriva več tem konference. Inovativno jezikovno poučevanje poteka na ekskurziji, na kateri si z učenci v Avstriji ogledamo šolski plakat. Poleg tega ekskurzija v narodnostno mešano okolje avstrijske Koroške poskrbi za učenje o medkulturnosti ter jezikovno ozaveščenost. Na predstavitvi želim kolegom praktikom predstaviti način sodelovanja pri projektu, pogoje ter prednosti, ki se kažejo predvsem pri večjem vpisu učencev na izbirni predmet nemščina. Ker sem projekt izpeljala že večkrat, med drugim tudi v času zaprtja šol in državnih meja zaradi Cov-19, lahko kolegom svetujem tudi pri izpeljavi projekta in kritju stroškov plakata ter ekskurzije. Ključne besede: mednarodni projekt, plakat, inovativno jezikovno poučevanje, medkulturnost, jezikovna ozaveščenost 273 POSTER FOR THE INTERNATIONAL PROJECT “PAINTINGS ON ICE” TINA RAJHMAN Šolski center Kranj, Slovenija tina.rajhman@gmail.com ABSTRACT The essence of the international project "Bilder am Eis" is a poster made by each participating school and exhibited each winter on a frozen lake in Austria. Organised by the Austrian Carinthian Media Centre, the project involves more than 100 schools from al over Europe and currently involves six Slovenian schools. The poster presentation covers several themes of the conference. Innovative language teaching takes place on a field trip to see the school poster with pupils in Austria. In addition, an excursion to the ethnically mixed environment of Carinthia in Austria provides a learning experience on interculturalism and language awareness. During the presentation, I would like to present to my fel ow practitioners the way in which the project is being implemented, the conditions and the benefits, which are particularly evident in the increased enrolment of pupils in the German elective subject. As I have implemented the project on several occasions, including during the closure of schools and national borders due to Cov-19, I can also advise col eagues on how to implement the project and cover the costs of the poster and the excursion. Key words: international project, poster, innovative language teaching, interculturality, language awareness 274 PLAKATNA PREDSTAVITEV DOBRE UČNE PRAKSE: ŽIVA KNJIŽNICA MARJETKA KAFEL & ALENKA ARH ŠMUC Gimnazija in ekonomska srednja šola Trbovlje, Slovenija marjetka.kafel@gess.si, alenka.arh@gess.si POVZETEK Živa knjižnica se je pojavila kot nadgradnja večletnega sodelovanja z mladinskimi centri v Zasavju in njihovimi tujimi prostovoljci. S pomočjo sogovorcev iz osmih različnih držav, smo dijakom želeli približati različne jezike in izvedli “živo knjižnico”. Prostovoljci so dijakom v manjših skupinah predstavili posebnosti njihovega jezika, kulturo, izbrano pesem iz svoje države ter z dijaki razpravljali o različnih temah kot so umetnost, kulinarika, bivanje v tujih državah. Predstavitev obravnava več ciljev oz. tem, saj so se dijaki sporazumevali z govorci njim neznanih jezikov in pri tem uporabljali tretji jezik. Na ta način smo jih spodbujali in krepili njihovo jezikovno ozaveščenost oz. prebujanje za jezike, medkulturnost in razno-/večjezični pristop k poučevanju in učenju jezikov. Učna praksa ni pokazala samo zadovoljstvo dijakov zaradi drugače izvedenih učnih ur, temveč po izpeljani dobri praksi ob refleksiji tudi rezultate – vtise v obliki sestavkov, plakatov, pesmi, prispevek o izvedeni učni praksi. Ključne besede: živa knjižnica, tuji sogovorci, jezikovna ozaveščenost, medkulturnost 275 POSTER PRESENTATION OF GOOD TEACHING PRACTICE: THE LIVING LIBRARY MARJETKA KAFEL & ALENKA ARH ŠMUC Gimnazija in ekonomska srednja šola Trbovlje, Slovenia marjetka.kafel@gess.si, alenka.arh@gess.si ABSTRACT The Living Library emerged as a folow-up of a multi-year cooperation with youth centres in Zasavje and their foreign volunteers. With the help of interlocutors from eight different countries, we wanted to introduce students to different languages and to organise a “living library”. In smal groups, the volunteers presented to the students the peculiarities of their language, culture, a song from their country and discussed with the students various topics such as art, cuisine, living in foreign countries etc. The presentation addressed several objectives or themes, as the students communicated with speakers of languages they did not know, using a third language. In this way, we encouraged them and strengthened their linguistic awareness or awakening to languages, interculturality and a diverse/multilingual approach to language teaching and learning. The teaching practice showed not only the students’ satisfaction with the differently implemented lessons, but also the results - impressions in the form of compositions, posters, poems, a paper on the implemented teaching practice - after the good practice had been carried out. Key words: Living Library, foreign speakers, language awareness, interculturality 276 JEZIKOVANJE PRI NAS VALERIJA KARBA & TINA TERAŽ Osnovna šola Ivana Cankarja Vrhnika, Slovenija vkarba@11sola.si, tteraz@11sola.si POVZETEK Namen predstavitve je prikazati, kako spodbujamo, sprejemamo in integriramo večkulturnost ter večjezičnost, ki je na eni največjih šol v Sloveniji vsekakor precej bogata. Učitelji tujih jezikov na naši šoli se zavedamo, da učenci skozi učenje jezika ne pridobivajo samo sposobnosti sporazumevanja v več jezikih, temveč tudi spoznavajo druge kulture, slednje pa vodi k spoznavanju in boljšem razumevanju samega sebe. Plakat bo predstavil osrednje dogodke, ki jih organiziramo v ta namen: praznovanje Dneva jezikov, praznovanje novega leta, jezikovni dogodek ob koncu šolskega leta ter spoznavanje novih kultur kot obvezni del učnega načrta pri angleškem jeziku ter ostalih tujih jezikih. Predstavili bomo tudi kako pri nas vključujemo učence tujce. Omenjeni dogodki zagotovo prispevajo k višji ozaveščenosti o pomembnosti učenja tujih jezikov, posledično pa opažamo tudi večji interes za učenje tujega jezika kot izbirnega predmeta. S tem naslavljamo pomemben cilj projekta Jeziki štejejo, jezikovno ozaveščenost oziroma prebujanje za jezike. Ključne besede: večkulturnost in večjezičnost, jezikovni dogodki, jezikovna ozaveščenost 277 LANGUAGING AT OUR SCHOOL VALERIJA KARBA & TINA TERAŽ Osnovna šola Ivana Cankarja Vrhnika, Slovenia vkarba@11sola.si, tteraz@11sola.si ABSTRACT The aim of this presentation is to show how multiculturalism and multilingualism are promoted, embraced and integrated, as these two phenomena are very much present at our school, which is one of the largest schools in Slovenia. Foreign language teachers at our school are aware that through language learning, students not only acquire the ability to communicate in several languages, but also learn about other cultures, which leads to knowledge and a better understanding of oneself. The poster wil showcase the main events we organise for this purpose: the celebration of the Day of Languages, the celebration of the New Year, a language event at the end of the school year, and the discovery of new cultures as a compulsory part of the curriculum in the subjects of English and other foreign languages. We wil also present how foreign pupils are included and integrated in our school. These events are sure to raise awareness of the importance of learning foreign languages, and as a result we are seeing a greater interest in learning a foreign language as an elective subject. This addresses an important objective of the Languages Matter project, namely, language awareness or awakening to languages. Key words: multiculturalism and multilingualism, language events, language awareness 278 MULTIKULTI TINA TERAŽ OŠ Ivana Cankarja Vrhnika, Slovenija tina.teraz@gmail.com POVZETEK Na Osnovni šoli Ivana Cankarja Vrhnika sem pri predmetu NIP dobila idejo, da bi zaključno predstavitev za starše razširila še na druge jezike, ki se jih na šoli učimo in jih otroci govorijo kot materni jezik. K sodelovanju sem povabila vse učitelje tujih jezikov, slovenščine in vse tujejezične otroke od 1. do 9. razreda. Dogodku sem dodala še kulinarično noto in povabila sodelavce, ki poučujejo predmet Sodobna priprava hrane. Kulinarično smo dogodek obogatili s tipičnimi jedmi in pijačami držav, ki so zastopane na naši šoli. Namen je ozaveščanje večjezičnosti med mladimi in spodbuda za mlajše pri spoznavanju, učenju in navduševanju za tuje jezike skozi pesem, zgodbo, dramsko predstavitev, plesom, glasbo in kulinariko, ter spoznavanje otrok in na eni strani sprejemanje večjezičnosti na drugi strani dvigovanje samozavesti in samospoštovanja maternega jezika pri tujejezičnih otrocih. Dogodek se odvija na Dan Evrope, v tednu 9. maja, imenuje pa se Multikulti. Predstavitev bo plakatna, predstavila bom idejo, koncept, sodelujoče, pripravo in potek dogodka. S predstavitvijo bi rada spodbudila pomen povezovanja in sprejemanja multikulturnosti na vseh nivojih posameznika. Ključne besede: multikulti, predstava, tuji jeziki, materni jezik, kultura 279 MULTICULTI TINA TERAŽ OŠ Ivana Cankarja Vrhnika, Slovenia tina.teraz@gmail.com ABSTRACT At the Primary School Ivana Cankarja in Vrhnika, I had the idea to extend the final presentation for parents to other languages that are taught at the school and spoken by the children as their mother tongue. I invited all teachers of foreign languages, Slovene and al foreign language children from 1st to 9th grade to participate. I added a culinary touch to the event by inviting colleagues who teach Modern Food Preparation. We enriched the culinary event with typical dishes and drinks from the countries represented in our school. The aim is to raise awareness of multilingualism among young people and to encourage the younger generation to learn and be enthusiastic about foreign languages through song, story, drama, dance, music and cuisine, and to get to know the children and, on the one hand, to embrace multilingualism and, on the other hand, to raise the self-confidence and self-esteem of the mother-tongue children who are foreign speakers. The event took place on Europe Day, during the week of 9th May, and is cal ed Multiculti. The presentation wil be presented through a poster, I wil introduce the idea, the concept, the participants, the preparation and the running of the event. Through the presentation I would like to promote the importance of integration and acceptance of multiculturalism at al levels of the individual. Key words: multicultural, performance, foreign languages, mother tongue, culture 280 PLAKATNA PREDSTAVITEV DOBRE UČNE PRAKSE: IZMENJAVA DIJAKOV MED GIMNAZIJO IN EKONOMSKO SREDNJO ŠOLO TRBOVLJE IN GIMNAZIJO SCHEINFELD MARJETKA KAFEL Gimnazija in ekonomska srednja šola Trbovlje, Slovenija marjetka.kafel@gess.si POVZETEK Na Gimnaziji in ekonomski srednji šoli Trbovlje imamo že od leta 1994 izmenjave dijakov z nemško Gimnazijo Scheinfeld. V teh letih smo izpeljali že 27 uspešnih izmenjav. Kako nam je to uspelo? Vsako leto znova dobi skupina naših dijakov drugošolcev in desetošolcev nemške gimnazije priložnost navezovati stike, se srečati ter v tem času živeti z družino svojega partnerja, obiskovati pouk partnerske šole, spoznavati novo kulturo. Vsako skupino dijakov že v začetnih fazah opremimo s potrebnim jezikovnim repertoarjem in ob aktivnostih izmenjave razvijamo jezikovno ozaveščenost ter odprtost za večjezičnost. Med bivanjem v drugi državi, obiskom pouka v partnerski šoli, se dijaki srečujejo z medkulturnostjo in raznojezičnimi pristopi poučevanja. Pomemben del projekta je uporaba IKT. Izkušnje so izredno pozitivne. Dijaki izboljšajo svoje znanje nemščine, postanejo suverenejši govorci in spretno uporabljajo pridobljena znanja. Z izboljšanjem uporabe jezikov in z novimi medkulturnimi znanji se zelo približajo svojim novim znancem, saj za »razumeti se« ni dovolj govoriti isti jezik. Ključne besede: 27 let dobrih izkušenj, komunikacija, medkulturnost, suverenost, jezikovna sproščenost, razumeti se 281 POSTER PRESENTATION OF GOOD TEACHING PRACTICE: EXCHANGE OF STUDENTS BETWEEN GYMNASIUM AND SECONDARY SCHOOL OF ECONOMICS TRBOVLJE AND GYMNASIUM SCHEINFELD MARJETKA KAFEL Gimnazija in ekonomska srednja šola Trbovlje, Slovenia marjetka.kafel@gess.si ABSTRACT The Gymnasium and Secondary School of Economics Trbovlje has had student exchanges with the German Gymnasium Scheinfeld since 1994. During these years we have already carried out 27 successful exchanges. How did we do it? Every year, a group of our Year 2 pupils and Year 10 pupils from the German Gymnasium get the opportunity to make contacts, meet and live with their partner’s family, attend classes at the partner school and get to know a new culture. Each group of students is equipped with the necessary linguistic repertoire from the very beginning and, through the exchange activities, develops linguistic awareness and an openness to multilingualism. During their stay in another country, visiting classes in the partner school, students are exposed to interculturalism and multilingual teaching approaches. The use of ICT is an important part of the project. The experience is extremely positive. The students improve their knowledge of German, become more fluent speakers and make skilful use of the knowledge they have acquired. By improving their language use and by acquiring new intercultural skil s, they become very close to their new acquaintances, as it is not enough to speak the same language to “get along”. Key words: 27 years of good experience, communication, interculturality, sovereignty, linguistic relaxation, getting along 282 PLAKATNA PREDSTAVITEV DOBRE UČNE PRAKSE: REKLAMNA SPOROČILA V UČNEM PODJETJU ALENKA ARH ŠMUC Gimnazija in ekonomska srednja šola Trbovlje, Slovenija alenka.arh@gess.si POVZETEK V prispevku na temo: Reklamna sporočila v učnem podjetju je predstavljen projektni dan od načrtovanja vsebine do izdelave različnih reklamnih sporočil v slovenščini in obeh tujih jezikih, v angleščini in nemščini ter potek njihove predstavitve pred publiko. Predstavitev obravnava več ciljev in tem, saj učna praksa prikaže večjezični pristop k poučevanju in učenju jezikov. Ker gre za poučevanje vsebine enega predmeta oz. strokovnega modula v povezavi s tujim jezikom, lahko govorimo o vsebinsko in jezikovno integriranem učenju. Dijaki pri načrtovanju, izdelavi in vsebinskem oblikovanju reklamnih sporočil večinoma uporabljajo IK tehnologijo. Učna praksa ni pokazala samo uporabne rezultate in izdelke – reklamna sporočila v različnih oblikah –, temveč tudi zadovoljstvo dijakov zaradi drugačnega pristopa k učni temi. Po iskanju poslovne ideje je sledila vsebinska priprava ter oblikovanje promocijskega materiala. Pri oblikovanju vsebine on pri prevajanju so dijaki spoznavali načela delovanja jezikov in podobnosti ter razlike med jeziki. Ključne besede: načrtovanje, reklamna sporočila, večjezični pristop k poučevanju, jezik stroke, podobnosti med jeziki 283 POSTER PRESENTATION OF GOOD LEARNING PRACTICE: ADVERTISING MESSAGES IN A LEARNING ENTERPRISE ALENKA ARH ŠMUC Gimnazija in ekonomska srednja šola Trbovlje, Slovenia alenka.arh@gess.si ABSTRACT This presentation wil focus on advertising messages in the learning enterprise and wil present the project day from the planning of the content to the production of different advertising messages in Slovenian and both foreign languages, in English and German, and the process of their presentation in front of the audience. The presentation addresses several objectives and topics as the teaching practice demonstrates a multilingual approach to language teaching and learning. As the content of one subject or professional module is taught in connection with a foreign language, we can speak of content- and language-integrated learning. Students mainly use ICT in the design, production and content formulation of advertising messages. Teaching practice showed not only useful results and products – advertising messages in different formats – but also students' satisfaction due to the different approach to the learning topic. After searching for a business idea, the content development and the design of the promotional material followed. In the process of designing the content and translating it, the students learnt about the principles of how languages work and about the similarities and differences between languages. Key words: designing, advertising messages, multilingual approach to teaching, language of the profession, similarities between languages 284 PLAKATNA PREDSTAVITEV: PRISTOPI K POUČEVANJU JEZIKOV IN MEDKULTURNIH VSEBIN LILIJANA FIJAVŽ Gimnazija Franca Miklošiča Ljutomer, Slovenija lilijana.fijavz@gfml.si POVZETEK Člani tima JEŠT bomo kronološko predstavili, kako smo sistematično vključevali večjezičnost in medkulturne vsebine v šolski kurikul. Pri tem smo izoblikovali načine dela, ki temeljijo na izbirnosti in upoštevanju interesov učencev, predvsem nadarjenih. Izoblikovane dejavnosti in dogodki (večinoma niso del rednega pouka, tematsko in v okviru pridobivanja kompetenc pa pomenijo obogatitev pouka in kurikula): dogodki, srečanja - na lokalni, nacionalni, mednarodni ravni, projektni dnevi in druge oblike dela, medpredmetne ekskurzije, obšolske dejavnosti. Želimo predstaviti sistem različnih pristopov k učenju jezikov, ozaveščanju pomena jezikovnih kompetenc in razumevanja in sprejemanja različnih kultur oz. večjezičnosti in medkulturnosti. Ključne besede: jezikovno izobraževanje, učenje jezikov, jezikovna politika šole, letni delovni načrt, dogodki, dejavnosti, različni pristopi k učenju in poučevanju, izbirnost 285 POSTER PRESENTATION: APPROACHES TO TEACHING LANGUAGES AND INTERCULTURAL CONTENT LILIJANA FIJAVŽ Gimnazija Franca Miklošiča Ljutomer, Slovenia lilijana.fijavz@gfml.si ABSTRACT The members of the Languages Matter team wil present chronologically how we have systematically integrated multilingualism and intercultural content into the school curriculum. In doing so, we have developed ways of working based on choice and taking into account the interests of pupils, especial y the gifted ones. Activities and events (mostly not part of the regular curriculum, but thematical y and in the context of competence acquisition, enriching the curriculum): events, meetings - local, national, international, project days and other forms of work, cross-curricular excursions, extra-curricular activities etc. We want to present a system of different approaches to language learning, to raising awareness of the importance of language competences and of understanding and accepting different cultures, or multilingualism and interculturality. Key words: language education, language learning, school language policy, annual work plan, events, activities, different approaches to learning and teaching, selectivity 286 TRENUTNI POLOŽAJ VEČJEZIČNIH PRISTOPOV V JEZIKOVNIH UČILNICAH V VISOKEM ŠOLSTVU STEPHANIE BERGMANN University of Bremen, Nemčija stephanie-bergmann@outlook.com POVZETEK Raznojezični pristopi v jezikovnih učilnicah ponujajo različne prednosti. Kljub priznanju kot dragocenega pristopa pa raziskave kažejo, da teorija še ni splošno uveljavljena v praksi poučevanja in učenja (Galante, 2018). Poleg tega je bilo v akademskem kontekstu malo razprav o raznojezičnosti v jezikovnih tečajih (Bredthauer, 2016). Ob upoštevanju te raziskovalne vrzeli je namen te doktorske disertacije v nastajanju oceniti trenutno stanje glede raznojezičnosti v jezikovnih učilnicah jezikovnih centrov v visokem šolstvu v Nemčiji. To vrednotenje bo izvedeno z izvedbo spletne ankete, ki bo nagovorila učitelje in študente teh jezikovnih centrov, pri čemer se bo osredotočila na njihov odnos do raznojezičnosti pri poučevanju in učenju ter na dejansko uporabo raznojezične pedagogike in pristopov. Splošna posledica študije je spodbujanje raznojezičnih pristopov v jezikovnih učilnicah. Glede na to, da je projekt v teku, bodo na konferenci predstavljene prve ugotovitve pilotiranja vprašalnika. Ključne besede: raznojezičnost, večjezičnost, jezikovni razred, visokošolsko izobraževanje, usvajanje tujih jezikov, učenje jezikov 287 THE CURRENT SITUATION OF PLURILINGUAL APPROACHES IN LANGUAGE CLASSROOMS IN HIGHER EDUCATION STEPHANIE BERGMANN University of Bremen, Germany stephanie-bergmann@outlook.com ABSTRACT Plurilingual approaches in language classrooms offer diverse benefits. Despite the recognition as a valuable approach, research shows that theory has not been generally implemented in teaching and learning practices yet (Galante, 2018). Moreover, there has been little discussion about plurilingualism in language courses in the academic context (Bredthauer, 2016). Taking up this research gap, this doctoral thesis in progress aims to evaluate the current situation concerning plurilingualism in language classrooms of language centers in higher education in Germany. This evaluation be done by implementing an online survey that wil address teachers and students of these language centers, while focusing on their attitudes toward plurilingualism in teaching and learning, and the actual use of plurilingual pedagogy and approaches. The overal implication of the study is to promote plurilingual approaches in language classrooms. Given its status as an ongoing research project, initial findings of the questionnaire piloting wil be presented at the conference. Key words: plurilingualism, multilingualism, language classroom, higher education, foreign language acquisition, language learning 288 KUHAJMO V ANGLEŠČINI ANA KROMPIČ Osnovna šola Košana, Slovenija ana.krompic@gmail.com POVZETEK Žal je uporaba angleščine velikokrat omejena na umetno okolje. Pogosto si učenci ne morejo zares predstavljati situacije, v kateri bi bilo njihovo učenje angleščine koristno. Zato sem izvedla dvojno obdobje angleščine v praktičnih vsebinah; natančneje, uporabo angleščine pri izdelavi pice. Poučujem na majhni podeželski šoli, kjer učenci in učitelji delajo skupaj in tudi učitelji pogosto sodelujejo na vseh ravneh. S tem člankom želim predstaviti, kako je mogoče teorijo prenesti v prakso pri dveh šolskih predmetih - angleščini in sodobni pripravi hrane (izbirni predmet), ter dober primer sodelovanja učiteljev, ki ga lahko izkoristijo tudi učenci. Ko sem ugotovila, da eden od naših učencev še posebej uživa v pripravi vseh vrst pic, sem se odločila, da ga vprašam, ali je pripravljen v šoli pripraviti pico in celoten postopek predstaviti v angleščini. Na ta način smo angleščino v praksi uporabili na pravi način. Strinjal se je in v šolo prinesel vse sestavine. Ko je začel pripravljati pico, sva bila prisotna jaz in moj kolega, ki poučuje sodobno pripravo hrane. Ostali učenci so sodelovali tako, da so poimenovali sestavine, spraševali o novih besednih zvezah in poslušali celoten postopek izdelave pice. Pri teh dveh urah je bila dovoljena samo angleščina. Ko je bilo ure konec, sem se z učenci pogovarjala o konkretni rabi angleščine, kolega pa o postopkih in rabi, ki so se jih učenci naučili med tema dvema urama. Zadnja dejavnost, ki smo jo izvajali, je bila snemanje filma, v katerem sta dva učenca posnela postopek izdelave pice v obliki kuharske oddaje. Ta film uporabljam pri vseh svojih urah, da pokažem, kaj vse je mogoče narediti z uporabo angleščine, in da učence tudi motiviram. Ključne besede: EFL, medpredmetni pristopi, kuhanje 289 LET’S COOK IN ENGLISH ANA KROMPIČ Osnovna šola Košana, Slovenia ana.krompic@gmail.com ABSTRACT Sadly, using English is many times constricted to artificial surroundings. Often, students cannot really imagine a situation where their English learning could be of use. That is why I carried out a double period of English in practical content; to be more specific, using English in pizza making. I teach at a smal rural school where students and teachers work together and also the teachers often cooperate on all levels. With this article, I would like to present how theory can be put into practice in two school subjects – English and Modern food preparation (an elective subject), as wel as a good example of teacher cooperation that students can benefit from as wel . After discovering that one of our students in particular enjoys making al sorts of pizzas, I decided to ask him if he was wil ing to make a pizza from scratch at school and present the entire process in English. In this way, English was put into practice in a real way. He agreed and so, he brought al the ingredients to school. Me and my colleague who teaches Modern food preparation were both present as he started making the pizza. The other students collaborated by naming the ingredients, asking about new items of vocabulary and listening to the entire process of pizza-making. Only English was al owed during those two lessons. When the lesson was over, I talked to the students about the concrete use of English and my colleague talked to them about the procedures and the uses that the students learnt during those two lessons. The last activity that we did was make a film where two students filmed the process of pizza-making in the form of a cooking show. I use this film in al my classes to show what can be done with using English and to motivate students as wel . Key words: EFL, cross-curricular approaches, cooking 290 PROGRAM 291