Survey on the Attitudes of School Community Members Regarding the Role of the Language(s) of Schooling in the Integration Process of Pupils with an Immigrant Background in Slovenia
Abstract
In terms of integration policy, Slovenia is considered a country that promotes the integration of children with an immigrant background into schools as quickly as possible. However fast the integration process may be, languages always play a key role in the education of pupils with an immigrant background and teachers need to adapt to their different language needs and literacy levels. Furthermore, it is important that teachers use teaching methods that promote pupils’ linguistic development in their mother tongue as well. In this paper, we present the results of research on the role of languages of schooling in the success of all pupils in Slovenian primary education institutions, with a focus on those with an immigrant background. To achieve this goal, we conducted an anonymous survey (n = 78) among teachers and support staff and interviewed principals from nine Slovenian primary schools. The main aim of the survey and interviews was to investigate the status and understanding of the role of the languages of schooling in the context of the newly proposed cognitive-inclusive language didactics based on collaborative learning. The study found that while school staff recognise the importance of multilingual education and linguistic integration, there are significant gaps in training and support mechanisms for teachers. Although schools generally support the use of multiple languages, there is a lack of cross-language awareness and visible promotion of multilingualism in the school environment. The findings of the study suggest the need to introduce comprehensive, standardised training and support for teachers that focuses on improving cross-language awareness and inclusive educational practices, which can ultimately lead to better integration outcomes for immigrant pupils and enrichment of the educational environment for all members of the community.
Downloads
References
Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7‒16.
Baloh, A. (2010). Uvajanje rešitev s področja vključevanja migrantov v izvedbene kurikule [Introducing solutions in the field of migrant integration into implementation curricula]. Osnovna šola Koper. http://www.medkulturnost.si/wp-content/uploads/2013/11/Uvajanje-re%DCitev-s-podro%DEja-vklju%DEevanja-migrantov-v-izvedbene-kurikule.pdf
Bešter, R., & Medvešek, M. (2015). Immigrant languages in education: The case of Slovenia. Ethnicities, 15(1), 112‒133.
Bialystok, E., Craik, F. I. M., & Luk, G. (2012). Bilingualism: Consequences for mind and brain. Trends in Cognitive Sciences, 16(4), 240‒250.
Costa, A., Hernández, M., & Sebastián-Gallés, N. (2008). Bilingualism aids conflict resolution: Evidence from the ANT task. Cognition, 106(1), 59‒86.
Cummins, J. (1997). Cultural and linguistic diversity in education: A mainstream issue?. Educational Review, 49(2), 105‒114.
Cummins, J. (2001). Bilingual children’s mother tongue: Why is it important for education?. Sprogforum, 7(19), 15‒20.
Dewaele, J. M., & Wei, L. (2012). Multilingualism, empathy and multicompetence. International Journal of Multilingualism, 9(4), 352‒366.
European Education and Culture Executive Agency, Eurydice. (2019). Integrating students from migrant backgrounds into schools in Europe: National policies and measures. Publications Office. https://data.europa.eu/doi/10.2797/819077
Fuentes, M. A., Zelaya, D. G., & Madsen, J. W. (2021). Rethinking the course syllabus: Considerations for promoting equity, diversity, and inclusion. Teaching of Psychology, 48(1), 69‒79.
García, O. (2009). Bilingual education in the 21st century: A global perspective. Wiley-Blackwell.
García, O., & Kleifgen, J. A. (2010). Educating emergent bilinguals: Policies, programs, and practices for English language learners. Teachers College Press.
Genesee, F., Lindholm-Leary, K., Saunders, W. M., & Christian, D. (Eds.). (2006). Educating English language learners: A synthesis of research evidence. Cambridge University Press. https://doi.org/10.1017/CBO9780511499913
Grosso, G. I. (2021). Consapevolezza interculturale e interlinguistica: Riflettere sulle lingue e culture dei beneficiari [Intercultural and cross-linguistic awareness: Reflecting on beneficiaries’ languages and cultures]. SAIL [Studies on language learning and teaching], 21. https://doi.org/10.30687/978-88-6969-570-4/003
Juvonen, J., Lessard, L. M., Rastogi, R., Schacter, H. L., & Smith, D. S. (2019). Promoting social inclusion in educational settings: Challenges and opportunities. Educational Psychologist, 54(4), 250‒270.
Kharkhurin, A. V. (2010). Bilingual verbal and nonverbal creative behavior. International Journal of Bilingualism, 14(2), 211‒226.
Knez, M. (2019). Priseljenci v slovenskih šolah: od prvih korakov do sistemskih rešitev [Immigrants in Slovenian schools: From the first steps to systemic solutions]. In M. Šekli, & L. Rezoničnik (Eds.), Slovenski jezik in njegovi sosedje [The Slovenian language and its neighbours] (pp. 438‒440). Zveza društev Slavistično društvo Slovenije.
Knežević, Ž. (2024). Primary school teachers’ personal and professional beliefs on diversity. Center for Educational Policy Studies Journal, 14(3), 213-235. https://doi.org/10.26529/cepsj.1629
Kuralt, Š. (2024, May 29). Ravnatelji si želijo več ur slovenščine za priseljence [Principals want more hours of Slovenian for immigrants]. Delo. https://www.delo.si/novice/slovenija/ravnatelji-si-zelijo-vec-ur-slovenscine-za-priseljence/
Lea, M. (2012). Cooperation between migrant parents and teachers in school: A resource?. Center for Educational Policy Studies Journal, 2(1), 105‒124. https://doi.org/10.26529/cepsj.397
Learning Policy Institute & Turnaround for Children. (2021). Design principles for schools: Putting the science of learning and development into action. https://k12.designprinciples.org/sites/default/files/SoLD_Design_Principles_REPORT.pdf
Lesar, I., Majcen, I., & Podlesek, A. (2020). Stališča (bodočih) pedagoških delavcev kot temelj kakovostnega vključevanja otrok priseljencev [Attitudes of (future) education workers as a basis for the quality integration of immigrant children]. Dve Domovini, 52, 147–164. https://doi.org/10.3986/dd.2020.2.09
Makarova, I., Duarte, J., & Huilcán, M. I. (2023). Experts’ views on the contribution of language awareness and translanguaging for minority language education. Language Awareness, 32(1), 74‒93.
May, S. (2013). The multilingual turn: Implications for SLA, TESOL and bilingual education. Routledge.
Medarić, Z. (2020). Migrant children and child-centredness: Experiences from Slovenian schools. Annales, 30(4), 543–558. https://doi.org/10.19233/ASHS.2020.36
Medvešek, M., Bešter, R., & Pirc, J. (2022). Kazalniki integracije priseljencev in potomcev priseljencev v Sloveniji [Indicators of the integration of immigrants and descendants of immigrants in Slovenia]. Inštitut za narodnostna vprašanja. https://www.dlib.si/details/URN:NBN:SI:DOC-2VU5N627
Ministry of Education, Science and Sport. (2017). Strategy for the integration of migrant children, pupils, and students into the education system in the Republic of Slovenia. Ministry of Education, Science and Sport, Slovenia. https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://www.gov.si/assets/ministrstva/MIZS/Dokumenti/Zakonodaja/EN/Integration-of-migrants-into-school-system-2017.doc&ved=2ahUKEwigpq7y-NOGAxVD_AIHHWxMDoUQFnoECBQQAQ&usg=AOvVaw3cOM-yT-SQnhW3CDwngByY
Montrul, S. (2008). Incomplete acquisition in bilingualism: Re-examining the age factor. John Benjamins Publishing.
National Education Institute Slovenia. (2012). Guidelines for the integration of migrant children in kindergartens and schools. http://eportal.mss.edus.si/msswww/programi2013/programi/media/pdf/smernice/cistopis_Smernice_vkljucevanje_otrok_priseljencev.pdf
OECD. (2018). Language barriers and the resilience of students with an immigrant background. In The resilience of students with an immigrant background: Factors that shape well-being. OECD Publishing, Paris. https://doi.org/10.1787/9789264292093-8-en
Pantić, N., Galey, S., Florian, L., Joksimović, S., Viry, G., Gašević, D., Knutes Nyqvist, H., & Kyritsi, K. (2021). Making sense of teacher agency for change with social and epistemic network analysis. Journal of Educational Change, 23, 145–177. https://doi.org/10.1007/s10833-021-09413-7
Primary School Act. (2006). Zakon o osnovni šoli (ZOsn). Pravno-informacijski sistem Republike Slovenije (PISRS). https://pisrs.si/pregledPredpisa?id=ZAKO448
Pulko, S., & Zemljak Jontes, M. (2021). Razvijanje jezikovnih kompetenc in medkulturne zmožnosti šolskih otrok [Developing language competences and intercultural abilities of school children]. In D. Haramija & S. Pulko (Eds.), Pogledi na slovenščino kot neprvi jezik v zgodnjem izobraževanju [Perspectives on Slovenian as a non-native language in early education] (pp. 135–170). Univerza v Mariboru, Univerzitetna založba; Pedagoška fakulteta. https://doi.org/10.18690/978-961-286-488-0.6
Retelj, A., & Svetina, N. (2022). Mreža za promocijo večjezičnosti kot sistemska rešitev za spodbujanje večjezičnosti v kontekstu slovenskega izobraževanja na vseh ravneh [A network for the promotion of multilingualism as a system solution for developing multilingualism in the context of Slovenian educational system]. In K. Pižorn, A. Lipavic Oštir, & J. Žmavc (Eds.), Obrazi več-/ raznojezičnosti [The faces of multilingualism] (pp. 87–106). Pedagoški inštitut.
Ringbom, H. (2006). Cross-linguistic similarity in foreign language learning. Multilingual Matters.
Straus, B. (2018). Poučevanje tujih jezikov V slovenskem šolskem sistemu: Prostor tudi za japonščino? [Teaching foreign languages in the Slovenian school system: Room for Japanese?]. Acta Linguistica Asiatica, 8(1), 9-25. https://doi.org/10.4312/ala.8.1.9-25
Thürmann, E., Vollmer, H., & Pieper, I. (2010). Language(s) of schooling: Focusing on vulnerable learners. Directorate of Education and Languages, DGIV; Council of Europe. https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=09000016805a1caf
In order to ensure both the widest dissemination and protection of material published in CEPS Journal, we ask Authors to transfer to the Publisher (Faculty of Education, University of Ljubljana) the rights of copyright in the Articles they contribute. This enables the Publisher to ensure protection against infringement.
