Creating a welcoming climate for accepting diversity, a preparatory course for newcomers ...
First steps into the language of instruction (as L2)
The example of Osnovna šola Koper - Primary and Lower Secondary School
Anton Baloh, prof.
Ljubljana, 12.11.2012
Project:Towards a successful integration of immigrant students in education in Slovenija during the period 2008-2011
Partners:6 partner primary-lower secondary schoolsThe Pedagogical Institute LjubljanaThe National Education InstituteThe University of Primorska
Aims of the project:
•An analysis of how immigrant students are integrated in the schoolwork,•Examples of good practice, •Development of teaching materials and a tool for assessment (portfolio),•Individual learning programme,•Investigation of school-parent cooperation,•Introductory and sequel classes for immigrant students
Preparatory classes for immigrant students
UVAJALNICA – introductory classes before the school year
20 HOURS
TEACHING SLOVENE CITIZENSHIP, ETHICS, NATIONAL HERITAGE
NADALJEVALNICA – sequel classes during the school year
INDIVIDUAL LEARNING PROGRAMME
ASSISTANCE WITHIN THE CLASSROOM
ADDITIONAL & SUPPLEMENTARY
LESSONS
AFTER SCHOOL CARE
OPTIONAL CLASSES
ASSSISTANCE OUTSIDE THE CLASSROOM
COURSE OF SLOVENE
ADVANCED COURSE OF SLOVENE
Introductory classes and a course for parents
MEETING DIFFERENT LANGUAGES AND CULTURES
DIFFERENTIATION IN TEACHING
Immigrant students and parents as partners
TEACHING MATERIALS
-for children between 9-14 years
-emphasis on cross-curricular issues
-exercises: easy-more demanding
-a lot of illustrations, games
Sequel classes during the school year•Students feel safe in the school, they know some of the teaching staff.•Their understanding of Slovene is very poor.•They have difficulties in meeting new students , are shy, the language often hinders making new social contacts.•They have to learn, two, some of them even three new languages (Slovene, Italian and English).•The Slovene national curriculum and the curricula in their countries are different.•They like staying together with other students from their country.•Very often their school achievement in Slovenia is lower than it was in their own country.•Sometimes the teaching staff has to help overcoming personal, emotional and behavioural problems and assist parents in overcoming economic problems.
Individual programme
The teaching staff andimmigrant students
• Can’t speak the child’s mother language.• Knows little about his country and culture.• Need for professional training and experience.• Legislation and national teaching policy.• Different interpretation of the existing
legislative options: adaptation and differentiation.
Shift in perspectiveThe multiethnic and multicultural perspective