Page 280 - Karmen Pižorn, Alja Lipavic Oštir in Janja Žmavc, ur. • Obrazi več-/raznojezičnosti. Ljubljana: Pedagoški inštitut, 2022. Digitalna knjižnica, Dissertationes 44
P. 280
goških implikacijah. Nato predstavi kontekst šole Scoil Bhríde, pojasni
njen pristop k jezikovnemu izobraževanju in povzame učne rezultate, ki
jih dosega: nenavadne ravni jezikovnega zavedanja in znanja irščine; pi-
smenost v domačem jeziku; motivacijo in sposobnost za učenje, poveza-
no z jezikom, ki presega zahteve učiteljev; ter visoko raven samozavesti
in samospoštovanja učencev. Članek nato raziskuje pristop Scoil Bhrí-
de z vidika osredinjenosti na učenca, dialoške pedagogike, medjezikov-
nega prepletanja, učenja jezikov kot socializacije, pristopa “jezikovne
izkušnje” k poučevanju branja in pisanja ter raznokulturnosti in med-
kulturnosti. V zaključku so na kratko obravnavane nekatere posledice
pristopa šole Scoil Bhríde.
Ključne besede: raznojezično in medkulturno izobraževanje; domači
jezik; dialoška pedagogika; medjezikovno prepletanje; samostojno
učenje
1. Introduction: The Council of Europe’s concept
of plurilingual and intercultural education
For the past two decades, the Council of Europe has promoted the con-
cept of “plurilingual and intercultural education”. The Common European
Framework of Reference for Languages (CEFR) defines plurilingualism as “a
communicative competence to which all knowledge and experience of lan-
guage contributes and in which languages interrelate and interact” (Coun-
cil of Europe, 2001, p. 4). The CEFR reminds us that traditionally language
education has sought to “achieve ‘mastery’ of one or two, or even three lan-
guages, each taken in isolation, with the ‘ideal native speaker’ as the ulti-
mate model” (ibid., p. 5); now, “the aim is to develop a linguistic repertory
in which all linguistic abilities have a place” (ibid.). This change of perspec-
tive carries two significant implications. First, languages should no longer
be kept in separate curricular and pedagogical compartments but should
be taught and learnt in relation to one another; and second, the languages
learners already know necessarily provide the basis for learning new lan-
guages. This latter consideration has profound consequences for the educa-
tional inclusion of pupils and students whose home language is not a vari-
ety of the language of schooling.
According to the CEFR, plurilingual competence is one component of
pluricultural competence: “Plurilingual and pluricultural competence re-
fers to the ability to use languages for purposes of communication and to
take part in intercultural interaction, where a person, viewed as a social
agent has proficiency, of varying degrees, in several languages and experi-
280
njen pristop k jezikovnemu izobraževanju in povzame učne rezultate, ki
jih dosega: nenavadne ravni jezikovnega zavedanja in znanja irščine; pi-
smenost v domačem jeziku; motivacijo in sposobnost za učenje, poveza-
no z jezikom, ki presega zahteve učiteljev; ter visoko raven samozavesti
in samospoštovanja učencev. Članek nato raziskuje pristop Scoil Bhrí-
de z vidika osredinjenosti na učenca, dialoške pedagogike, medjezikov-
nega prepletanja, učenja jezikov kot socializacije, pristopa “jezikovne
izkušnje” k poučevanju branja in pisanja ter raznokulturnosti in med-
kulturnosti. V zaključku so na kratko obravnavane nekatere posledice
pristopa šole Scoil Bhríde.
Ključne besede: raznojezično in medkulturno izobraževanje; domači
jezik; dialoška pedagogika; medjezikovno prepletanje; samostojno
učenje
1. Introduction: The Council of Europe’s concept
of plurilingual and intercultural education
For the past two decades, the Council of Europe has promoted the con-
cept of “plurilingual and intercultural education”. The Common European
Framework of Reference for Languages (CEFR) defines plurilingualism as “a
communicative competence to which all knowledge and experience of lan-
guage contributes and in which languages interrelate and interact” (Coun-
cil of Europe, 2001, p. 4). The CEFR reminds us that traditionally language
education has sought to “achieve ‘mastery’ of one or two, or even three lan-
guages, each taken in isolation, with the ‘ideal native speaker’ as the ulti-
mate model” (ibid., p. 5); now, “the aim is to develop a linguistic repertory
in which all linguistic abilities have a place” (ibid.). This change of perspec-
tive carries two significant implications. First, languages should no longer
be kept in separate curricular and pedagogical compartments but should
be taught and learnt in relation to one another; and second, the languages
learners already know necessarily provide the basis for learning new lan-
guages. This latter consideration has profound consequences for the educa-
tional inclusion of pupils and students whose home language is not a vari-
ety of the language of schooling.
According to the CEFR, plurilingual competence is one component of
pluricultural competence: “Plurilingual and pluricultural competence re-
fers to the ability to use languages for purposes of communication and to
take part in intercultural interaction, where a person, viewed as a social
agent has proficiency, of varying degrees, in several languages and experi-
280
