Medjezikovno zavedanje in večjezična didaktika: kognitivni model za vključujočo večjezičnost
Ključne besede:
kognitivno jezikoslovje, večjezičnost, tuji jezikiKratka vsebina
Monografija Medjezikovno zavedanje in večjezična didaktika prinaša nov znanstveni prispevek k razumevanju večjezičnosti kot ključnega izhodišča za jezikovno integracijo otrok s priseljenskim ozadjem v slovenskem izobraževalnem sistemu. Predstavi kognitivni didaktični model, ki temelji na jezikovni relativnosti, medjezikovnem zavedanju in sodelovalnem učenju, ter vključuje inovativna orodja za formativno vrednotenje teh kompetenc. Model je bil uspešno preizkušen v slovenskih osnovnih šolah, kjer spodbuja učinkovito učenje jezika, valorizacijo maternih jezikov ter strpno, vključujoče šolsko okolje, s čimer prispeva k boljšemu sožitju in medvrstniškim odnosom.
Medjezikovno zavedanje in večjezična didaktika je delo, ki v slovenski sistem vzgoje in izobraževanja prinaša didaktična orodja za uresničevanje medjezikovnega zavedanja in večjezičnosti na podlagi dejanskih jezikov v šolski skupnosti. S tem zapolnjuje vrzel med deklarativnimi kurikularnimi cilji in učiteljsko prakso ter ponuja vizijo prihodnjega razvoja medkulturne pedagogike. Gre za znanstveno inovativno, metodološko izvirno in didaktično uporabno delo, ki predstavlja pomemben korak v raziskovanju in udejanjanju večjezičnosti v znanstvenem oziroma šolskem prostoru. Iz recenzije dr. Barbare Zorman
Monografija prinaša pomemben prispevek k razvoju jezikoslovja, didaktike in pedagoških praks, saj v ospredje postavlja večjezičnost kot eno ključnih izhodišč sodobnega izobraževanja. Njena znanstvena vrednost je v tem, da večjezičnost obravnava celovito – ne zgolj kot jezikovno in komunikacijsko kompetenco, temveč kot vir pedagoške inovativnosti, ki spodbuja medjezikovno zavedanje s poudarkom na kognitivnih razhajanjih med govorci različnih jezikov ter zlasti podpira jezikovno integracijo otrok s priseljenskim ozadjem, uči strpnosti in spoštovanja drugačnosti ter omogoča oblikovanje vključujočih učnih okolij, pri čemer uvaja in dosledno uporablja pojme, ki so ključni za razumevanje in raziskovanje večjezičnosti ter za oblikovanje didaktičnih pristopov. Iz recenzije dr. Klare Šumenjak
Monografija je rezultat raziskovalnega dela v okviru projekta Kognitivno-inkluzivni pristopi k medjezikovnemu zavedanju pri jezikovni integraciji otrok s priseljenskim ozadjem (Z6-50201), ki ga financira Javna agencija za znanstvenoraziskovalno in inovacijsko dejavnost RS.
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