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.

Autor/in	cok, Tina
Titel	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. Paralleltitel: Raziskava o staliscih clanov solske skupnosti do vloge ucnega(ih) jezika(ov) v procesu vkljucevanja ucencev s priseljenskim ozadjem v Sloveniji.
Quelle	In: CEPS journal, 14 (2024) 3, S. 89-115Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1855-9719; 2232-2647
DOI	10.25656/01:35078 10.26529/cepsj.1831
URN	urn:nbn:de:0111-pedocs-350780
Schlagwörter	Einstellung (Psychologie); Kognitive Entwicklung; Schulpolitik; Kind; Schule; Lehrer; Schüler; Lernen; Didaktik; Sprache; Unterrichtssprache; Sprachenlernen; Mehrsprachigkeit; Muttersprache; Migrationshintergrund; Empirische Untersuchung; Integration; Slowenien
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, the author 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, the author 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. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3