Teacher Development in Slovenia for Teaching Foreign Languages at the Primary Level
Keywords:
initial teacher training, in-service teacher training, primary level, teaching foreign languages
Abstract
The introduction of foreign languages into the first three-year cycle of primary school has spurred the need for qualified teachers, and is one of the main discussion points among experts in foreign language teaching. Most of the contemporary studies report that there is a global gap between the supply of qualified teachers of foreign languages to young learners and the demand for them as programmes expand. These studies emphasize the paramount importance in assuring the quality of early foreign language instruction. Therefore, the authors of this paper first present some of the models of initial and in-service training of teachers of foreign languages to young learners across the world and then focus on a more in-depth presentation and analysis of the training of teachers of foreign languages at the primary level in Slovenia. All the existing national programmes for teacher development are compared and discussed. Finally, some guidelines and recommendations are given regarding training teachers to teach foreign languages to young learners.
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References
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conference, The way forward: learning from international experience of TEYL, 3–6 January, 2008.
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language’. UK: British Council.
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J. Orr, & M. Dolitsky (Eds.), Teaching English as a Foreign Language in Primary School (pp. 141–155). Virginia: TESOL (Teachers of English to Speakers of Other Languages), Inc.
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Toom, & A. Kallioniemi (Eds.), Miracle of Education. The Principles and Practices of Teaching and
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Ibrahim, N. A. (1991). In-service training in Malaysia for the New Primary Curriculum (KBSR).
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Jazbec, S. (2012). Zur Stellung von Deutsch als Fremdsprache im slowenischen Ausbildungskontext. In H. Breitenfellner & M. Škofljanec (Eds.), Avstrija, Slovenija: kulturni stiki = kulturelle Begegnungen (pp. 109–124). Maribor: Univerzitetna knjižnica.
Jones, J., & Coffey, S. (2006). Modern Foreign Languages 5–11: A Guide for Teachers. London: David Fulton Publishers.
Lamb, M. (1996). The consequences of INSET. In T. Hedge, & N. Whitney (Eds.), Power, Pedagogy
and Practice (pp. 139–149). Oxford, England: OUP.
Lipavic OÅ¡tir, A. (2010). Organizacija in okoliÅ¡Äine izvajanja zgodnjega uÄenja tujih jezikov na
osnovnih Å¡olah. In A. Lipavic OÅ¡tir & S. Jazbec (Eds.), Pot v veÄjeziÄnost – zgodnje uÄenje tujih jezikov v 1. VIO osnovne Å¡ole (pp. 16–30). Ljubljana: Zavod RS za Å¡olstvo.
Lundberg, G. (2007). Developing teachers of young learners: in-service for educational change
and improvement. In M. Nikolov, J. Mihaljević Djigunović, M. Mattheoudakis, G. Lundberg, & T.
Flanagan (Eds.), Teaching Modern Languages to Young Learners: Teachers, Curricula and Materials (pp. 21–34). Strasbourg/Graz: Council of Europe/European Centre for Modern Languages.
Moon, J., & Boullá»›n, R. L. (1997). Reluctance to reflect: Issues in professional development. In
D. Hayes (Ed.), In-service teacher development: International perspectives (pp. 60–73). Hemel
Hempstead, England: Prentice Hall.
Noffke, S. E., & Somekh, B. (Ed.). (2009). The Sage Handbook of Educational Action Research. Los
Angeles and London: Sage Publications.
OreÅ¡iÄ, H. (1994). Tuji jeziki na razredni stopnji osnovne Å¡ole. In L. ÄŒok (Ed.), UÄiti drugi/tuji jezik:
kje, koga, kako, (Tempus Joint European Project 3767) (pp. 123–129). Ljubljana: Pedagoška fakulteta.
Park, S. H. (2006). EFL Teacher Training for South Korean Elementary School Teachers. In M. L.
McCloskey, J. Orr, & M. Dolitsky (Eds.), Teaching English as a Foreign Language in Primary School,
(pp. 191-200). Virginia: TESOL (Teachers of English to Speakers of Other Languages), Inc.
Pennycuick, D. (1993). School effectiveness in developing countries: A summary of the research evidence. London: Overseas Development Administration.
Pevec Semec, K., & Pižorn, K. (2010). Predstavitev projekta sporazumevanje v tujih jezikih/uvajanje
tujega jezika (UTJ) in jezikovnega/medkulturnega uzaveÅ¡Äanja (JIMU) v prvo vzgojno-izobraževalno obdobje OÅ (1.4. 2008 – 1.4. 2010). In A. Lipavic OÅ¡tir, & S. Jazbec (Eds.), Pot v veÄjeziÄnost – zgodnje uÄenje tujih jezikov v 1. VIO osnovne Å¡ole (pp. 6–16). Ljubljana: Zavod RS za Å¡olstvo.
Pižorn, K., & Dagarin Fojkar, M. (2006). Študija primera – dvopredmetni univerzitetni študijski
program za izobraževanje uÄiteljev angleÅ¡Äine na zgodnji stopnji in implementacija evropskega
jezikovnega profila za izobraževanje uÄiteljev jezikov. In P. Zgaga (Ed.), Posodobitev pedagoÅ¡kih
študijskih programov v mednarodnem kontekstu (pp. 163–179). Ljubljana: Pedagoška fakulteta.
Rixon, S. (Ed.). (1999). Young Learners of English: Some Research Perspectives. Harrow: Pearson
Education Limited.
Tinker Sachs, G., & Mahon, T. (2006). Practices in the Teaching and Learning of English in Hong
Kong. In M. L. McCloskey, J. Orr, & M. Dolitsky (Eds.), Teaching English as a Foreign Language
in Primary School (pp. 201–222). Virginia: TESOL (Teachers of English to Speakers of Other
Languages), Inc.
Uradni list RS (Official Gazette of the RS), No. 87/2011 dated 2.11.2011, p. 11317.
Wang, Q. (2002). Primary school English teaching in China new developments. English Language
Teacher Education and Development, 7, 99–108.
Wang, Q. (2007). ‘The National Curriculum Changes and their Effects on ELT in the People’s
Republic of China’. In J. Cummins & C. Davison (Eds.). The International Handbook of English
Language Teaching, Volume 1 (pp. 87–105). Norwell, Massachusetts: Springer Publications.
Wang, Q. (2009). Primary English in China: Policy, curriculum and implementation. In M. Nikolov
(Ed.), Contextualizing the Age Factor: Issues in Early Foreign Language Learning. Berlin: Mouton de Gruyter.
Brumen, M. (2000). DidaktiÄne znaÄilnosti pouka zgodnjega uÄenja tujega jezika v SV delu
Slovenije. Pedagoška obzorja, 15(3–4), 151–167.
Bela knjiga o vzgoji in izobraževanju v Republiki Sloveniji (2011). Ljubljana: Zavod RS za šolstvo.
Calabrese, R., & Dawes, B. (2008). Early language learning and teacher training: a foreign language syllabus for primary school. Studi di Glottodidattica, 1, 32–53.
Chodiah, I. (2008). English in primary school: gem in the mud. Paper presented at the Bangalore
conference, The way forward: learning from international experience of TEYL, 3–6 January, 2008.
RIESI: Bangalore, India.
ÄŒagran, B. (1996). Evalvacija projekta Tuji jeziki na razredni stopnji. Ljubljana: Zavod Republike
Slovenije za Å¡olstvo.
ÄŒok, L. (1993). Usvajanje maternega, drugega in tujega jezika v otroÅ¡ki dobi. In I. Å trukelj (Ed.), Jezik tako in drugaÄe : zbornik (pp. 120–130). Ljubljana: DruÅ¡tvo za uporabno jezikoslovje Slovenije.
Dagarin, M., & Andraka, M. (2007). Evaluation of teacher training programmes for primary teachers of English – A comparative study. In M. Nikolov, J. Mihaljević Djigunović, M. Mattheoudakis, G. Lundberg, & T. Flanagan (Eds.), Teaching modern languages to young learners: teachers, curricula and materials (pp. 9–21). Strasbourg/Graz: Council of Europe/European Centre for Modern Languages.
Dendrinos, B. (2010). Early Language Learning in Europe. European Commission Report. Retrieved on 20.06.2012 from http://rcel.enl.uoa.gr/docsforpeap/EARLY%20LANGUAGE%20LEARNING%20IN%20EUROPE.pdf
Dolitsky, M. (2006). The French Communicative Connection: Catching Up. In M. L. McCloskey, J.
Orr, & M. Dolitsky (Eds.), Teaching English as a Foreign Language in Primary School (pp. 177–190). Virginia: TESOL (Teachers of English to Speakers of Other Languages, Inc.
Edelenbos, P., Johnstone, R., & Kubanek, A. (2006). The main pedagogical principles underlying
the teaching of languages to very young learners. Languages for the children of Europe: Published Research, Good Practice and Main Principles. Final Report of the EAC 89/04, Lot 1 Study. European Commission, Brussels: Education and Culture, Culture and Communication, Multilingualism Policy. Retrieved on 20.06.2012 from http://ec.europa.eu.education/languages/pdf/doc425_en.pdf
Emery, H. (2012). A global study of primary English teachers’ qualifications, training and career
development. ELT Research Papers 12-08. UK: British Council.
Enever, J. (Ed.). (2011). ELLiE. Early Language Learning in Europe. UK: British Council.
Enever, J., Moon, J., & Raman, U. (2009). Young Learner English Language Policy and Implementation: International Perspectives. Reading, UK: Garnet Education.
Eurydice (2008). Key data on Teaching Languages at School in Europe. Brussels: Education,
Audiovisual and Culture Executive Agency.
Eurydice (2010). Structures of Education and Training Systems in Europe, Slovenia 2009/10 Edition. Brussels: Education, Audiovisual and Culture Executive Agency.
Garton, S., Copland, F., & Burns, A. (2011). Investigating Global Practices in Teaching English to Young Learners. UK: British Council.
Graddol, D. (2006). English Next: Why Global English May Mean the End of ‘English as a foreign
language’. UK: British Council.
Graddol, D. (2008). How TEYL is changing the world. Paper presented at the Bangalore conference, The way forward: learning from international experience of TEYL, 3–6 January, 2008. Bangalore, India: RIESI.
Hayes, D. (2006). Developing Teachers in the Developing World of Sri Lanka. In M. L. McCloskey,
J. Orr, & M. Dolitsky (Eds.), Teaching English as a Foreign Language in Primary School (pp. 141–155). Virginia: TESOL (Teachers of English to Speakers of Other Languages), Inc.
Hildén, R., & Kantelinen, R. (2012). Language Education – Foreign Languages. In H. Niemi, A.
Toom, & A. Kallioniemi (Eds.), Miracle of Education. The Principles and Practices of Teaching and
Learning in Finnish Schools (pp. 161–176). Rotterdam: Sense Publishers.
Ibrahim, N. A. (1991). In-service training in Malaysia for the New Primary Curriculum (KBSR).
In K. M. Lewin, & J. S. Stuart (Eds.), Educational innovation in developing countries: Case studies of changemakers (pp. 95–126). London: Macmillan.
Jazbec, S. (2012). Zur Stellung von Deutsch als Fremdsprache im slowenischen Ausbildungskontext. In H. Breitenfellner & M. Škofljanec (Eds.), Avstrija, Slovenija: kulturni stiki = kulturelle Begegnungen (pp. 109–124). Maribor: Univerzitetna knjižnica.
Jones, J., & Coffey, S. (2006). Modern Foreign Languages 5–11: A Guide for Teachers. London: David Fulton Publishers.
Lamb, M. (1996). The consequences of INSET. In T. Hedge, & N. Whitney (Eds.), Power, Pedagogy
and Practice (pp. 139–149). Oxford, England: OUP.
Lipavic OÅ¡tir, A. (2010). Organizacija in okoliÅ¡Äine izvajanja zgodnjega uÄenja tujih jezikov na
osnovnih Å¡olah. In A. Lipavic OÅ¡tir & S. Jazbec (Eds.), Pot v veÄjeziÄnost – zgodnje uÄenje tujih jezikov v 1. VIO osnovne Å¡ole (pp. 16–30). Ljubljana: Zavod RS za Å¡olstvo.
Lundberg, G. (2007). Developing teachers of young learners: in-service for educational change
and improvement. In M. Nikolov, J. Mihaljević Djigunović, M. Mattheoudakis, G. Lundberg, & T.
Flanagan (Eds.), Teaching Modern Languages to Young Learners: Teachers, Curricula and Materials (pp. 21–34). Strasbourg/Graz: Council of Europe/European Centre for Modern Languages.
Moon, J., & Boullá»›n, R. L. (1997). Reluctance to reflect: Issues in professional development. In
D. Hayes (Ed.), In-service teacher development: International perspectives (pp. 60–73). Hemel
Hempstead, England: Prentice Hall.
Noffke, S. E., & Somekh, B. (Ed.). (2009). The Sage Handbook of Educational Action Research. Los
Angeles and London: Sage Publications.
OreÅ¡iÄ, H. (1994). Tuji jeziki na razredni stopnji osnovne Å¡ole. In L. ÄŒok (Ed.), UÄiti drugi/tuji jezik:
kje, koga, kako, (Tempus Joint European Project 3767) (pp. 123–129). Ljubljana: Pedagoška fakulteta.
Park, S. H. (2006). EFL Teacher Training for South Korean Elementary School Teachers. In M. L.
McCloskey, J. Orr, & M. Dolitsky (Eds.), Teaching English as a Foreign Language in Primary School,
(pp. 191-200). Virginia: TESOL (Teachers of English to Speakers of Other Languages), Inc.
Pennycuick, D. (1993). School effectiveness in developing countries: A summary of the research evidence. London: Overseas Development Administration.
Pevec Semec, K., & Pižorn, K. (2010). Predstavitev projekta sporazumevanje v tujih jezikih/uvajanje
tujega jezika (UTJ) in jezikovnega/medkulturnega uzaveÅ¡Äanja (JIMU) v prvo vzgojno-izobraževalno obdobje OÅ (1.4. 2008 – 1.4. 2010). In A. Lipavic OÅ¡tir, & S. Jazbec (Eds.), Pot v veÄjeziÄnost – zgodnje uÄenje tujih jezikov v 1. VIO osnovne Å¡ole (pp. 6–16). Ljubljana: Zavod RS za Å¡olstvo.
Pižorn, K., & Dagarin Fojkar, M. (2006). Študija primera – dvopredmetni univerzitetni študijski
program za izobraževanje uÄiteljev angleÅ¡Äine na zgodnji stopnji in implementacija evropskega
jezikovnega profila za izobraževanje uÄiteljev jezikov. In P. Zgaga (Ed.), Posodobitev pedagoÅ¡kih
študijskih programov v mednarodnem kontekstu (pp. 163–179). Ljubljana: Pedagoška fakulteta.
Rixon, S. (Ed.). (1999). Young Learners of English: Some Research Perspectives. Harrow: Pearson
Education Limited.
Tinker Sachs, G., & Mahon, T. (2006). Practices in the Teaching and Learning of English in Hong
Kong. In M. L. McCloskey, J. Orr, & M. Dolitsky (Eds.), Teaching English as a Foreign Language
in Primary School (pp. 201–222). Virginia: TESOL (Teachers of English to Speakers of Other
Languages), Inc.
Uradni list RS (Official Gazette of the RS), No. 87/2011 dated 2.11.2011, p. 11317.
Wang, Q. (2002). Primary school English teaching in China new developments. English Language
Teacher Education and Development, 7, 99–108.
Wang, Q. (2007). ‘The National Curriculum Changes and their Effects on ELT in the People’s
Republic of China’. In J. Cummins & C. Davison (Eds.). The International Handbook of English
Language Teaching, Volume 1 (pp. 87–105). Norwell, Massachusetts: Springer Publications.
Wang, Q. (2009). Primary English in China: Policy, curriculum and implementation. In M. Nikolov
(Ed.), Contextualizing the Age Factor: Issues in Early Foreign Language Learning. Berlin: Mouton de Gruyter.
Published
2012-09-30
How to Cite
Brumen, M., & Dagarin Fojkar, M. (2012). Teacher Development in Slovenia for Teaching Foreign Languages at the Primary Level. Center for Educational Policy Studies Journal, 2(3), 27-53. https://doi.org/10.26529/cepsj.346
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