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V okviru anonimne ankete (n = 78) med učitelji in strokovnimi delavci ter intervjujev z ravnatelji iz devetih šol se je analiziralo razumevanje nove kognitivno-inkluzivne jezikovne didaktike, ki temelji na sodelovalnem učenju. Ugotovitve kažejo, da je večjezična izobraževalna praksa prepoznana, a primanjkuje usposabljanja, podpore, medjezikovnega zavedanja ter vidnega spodbujanja večjezičnosti v šolskem okolju.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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water","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"Kakšen je glavni namen raziskave?","Question",{"text":62,"@type":63},"Raziskava želi preučiti stanje in razumevanje vloge učnih jezikov v kontekstu novopredlagane kognitivno-inkluzivne jezikovne didaktike, ki temelji na sodelovalnem učenju.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Kakšne metode so bile uporabljene?",{"text":67,"@type":63},"Izvedena je bila anonimna anketa (n = 78) med učitelji in strokovnimi delavci ter intervjuji z ravnatelji devetih slovenskih osnovnih šol.",{"name":69,"@type":60,"acceptedAnswer":70},"Katere ključne ugotovitve izpostavljajo vrzeli v praksi?",{"text":71,"@type":63},"Čeprav šole na splošno podpirajo rabo več jezikov, primanjkuje medjezikovnega zavedanja in vidnega spodbujanja večjezičnosti, prav tako pa obstajajo precejšnje vrzeli pri usposabljanju in podpornih mehanizmih za učitelje.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},598447,1792337133,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & 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Community Members Regarding the Role of the Language(s) of Schooling in the Integration Process of Pupils with an Immigrant Background in Slovenia  \nTina Čok1  \n• 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 maybe, 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, we 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, we 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.  \nKeywords: language(s) of schooling, linguistic integration, cognitive inclusive didactics, collaborative learning  \n1 Faculty of Humanities, University of Primorska; and Science and Research Centre Koper, Koper, Slovenia; [tina.cok@fhs.upr.si](tina.cok@fhs.upr.si).  \nRaziskava o stališčih članov šolske skupnosti do vlogeučnega(ih) jezika(ov) v procesu vključevanja učencev spriseljenskim ozadjem v Sloveniji  \nTina Čok  \n• Z vidika integracijske politike velja Slovenija za državo, ki spodbuja čim hitrejše vključevanje otrok s priseljenskim ozadjem v šole. Ne glede nato, kako hiter je proces vključevanja, je vloga jezikov pri izobraževanju učencev s priseljenskim ozadjem bistvena, učitelji pa se morajo prilagajati učenčevim različnim jezikovnim potrebam in ravnem pismenosti. Pri tem je prav tako pomembno, da učitelji uporabljajo učne metode, ki spodbujajo jezikovni razvoj učencev, tudi v njihovem maternem jeziku. V prispevku predstavljamo rezultate raziskave, izvedene v devetih slovenskih osnovnošolskih ustanovah, o vlogi učnih jezikov pri uspehu vseh učencev, s poudarkom na učencih s priseljenskim ozadjem. V tanamen smo izvedli (anonimno) anketo (n = 78) med učitelji in strokovnimi delavci ter intervjuvali ravnatelje devetih slovenskih osnovnih šol. Glavni namen ankete in intervjujev je bil raziskati stanje in razumevanje vloge učnih jezikov v kontekstu novopredlagane kognitivno-inkluzivne didaktike jezikov, ki temelji na sodelovalnem učenju. Raziskava je pokazala, da se učitelji ter vodstveni in strokovni delavci sicer zavedajo pomena večjezičnega izobraževanja in jezikovne integracije, vendar obstajajo precejšnje vrzeli pri usposabljanju in podpornih mehanizmih zaučitelje. Čeprav šole na splošno podpirajo rabo več jezikov, v šolskemokolju primanjkuje medjezikovnega zavedanja in vidnega spodbujanja večjezičn","cbCaidmD29iAjdJ3","https://ap.wps.com/l/cbCaidmD29iAjdJ3","pdf",272934,27,"Slovenian","en","# Uvod\n## Prednosti večjezičnosti\n## Izzivi večjezičnega izobraževanja","[{\"question\":\"Kakšen je glavni namen raziskave?\",\"answer\":\"Raziskava želi preučiti stanje in razumevanje vloge učnih jezikov v kontekstu novopredlagane kognitivno-inkluzivne jezikovne didaktike, ki temelji na sodelovalnem učenju.\"},{\"question\":\"Kakšne metode so bile uporabljene?\",\"answer\":\"Izvedena je bila anonimna anketa (n = 78) med učitelji in strokovnimi delavci ter intervjuji z ravnatelji devetih slovenskih osnovnih šol.\"},{\"question\":\"Katere ključne ugotovitve izpostavljajo vrzeli v praksi?\",\"answer\":\"Čeprav šole na splošno podpirajo rabo več jezikov, primanjkuje medjezikovnega zavedanja in vidnega spodbujanja večjezičnosti, prav tako pa obstajajo precejšnje vrzeli pri usposabljanju in podpornih mehanizmih za učitelje.\"}]","Raziskava o stališčih članov šolske skupnosti do vlogeučnega(ih) jezika(ov) v procesu vključevanja učencev s priseljenskim ozadjem v Sloveniji | PDF",1792086950,68]