Experiential and Collaborative Approach to Teaching Italian as an L2 for a Sustainable Future Society

Abstract

V pričujočem članku predstavljamo izkustveni in sodelovalni pristop poučevanja italijanščine kot J2, ki ga izvajamo pri pouku J2 v osnovni šoli s slovenskim učnim jezikom na narodno mešanem območju slovenske Istre. Izhajamo iz predpostavke, da neformalno poučevanje drugega jezika na šoli poteka tudi na hodniku, ko učenec svojo »maestro« pozdravi v italijanščini. Poudarek je na rabi jezika v procesu poučevanja. V uvodu smo pregledali učni načrt ter dokument Dodatek k SEJU, ki narekujeta izvajanje pouka italijanščine kot J2 v osnovnih šolah s slovenskim učnim jezikom na dvojezičnem območju. Raziskave potrjujejo, da so »jezikovni in kognitivni procesi učenja drugega jezika pri mlajših otrocih večinoma podobni procesom prvega jezika« (Brown, 2000, str. 75). V razredu, kjer učitelj sproščeno poučuje v ciljnem jeziku, učenec razvije zmožnost posnemanja ter avtonomije uporabe istega jezikovnega koda. Pri takem pristopu smo v 5. razredu zaznali večji spontani jezikovni odziv v drugem jeziku kot v skupinah, kjer učitelj uporablja klasično slovnično-prevajalsko metodo. Podatke za raziskavo smo zbirali v slovenskih osnovnih šolah na dvojezičnem območju slovenske Istre. Da bi ugotovili razlike v jezikovnih zmožnostih v italijanščini, so učenci ob začetku in koncu šolskega leta pisali test ter sodelovali v intervjuju. Za analizo podatkov je bila ključnega pomena učiteljeva raba jezika pri pouku. V eksperimentalno skupino (ES) smo vključili oddelke, kjer je učitelj uporabljal pretežno italijanščino, v kontrolno skupino (KS) pa oddelke, kjer je učitelj uporabljal pretežno slovenščino. V raziskavi smo opravili kvantitativno in kvalitativno analizo pridobljenih podatkov. Z ugotovitvami spodbujamo učitelje italijanščine kot J2 k aktivni rabi ciljnega jezika pri pouku ter vključitev učencev v avtentično dvojezično okolje.In the present article, we present an experiential and collaborative approach to teaching Italian as a second language (L2), which we implement in L2 classes in a primary school with Slovene as the language of instruction in the ethnically mixed area of Slovene Istria. We start from the assumption that informal second language teaching also takes place in the school corridor, for example when a pupil greets their maestro in Italian. The focus is on the use of the language within the teaching process. In the introduction, we reviewed the curriculum and the CEFR (Companion Volume), which prescribes the implementation of Italian as an L2 in primary schools with Slovene as the language of instruction in bilingual areas. We outlined the key guidelines underpinning the described experiential and collaborative approach. Research confirms that ‘the linguistic and cognitive processes of learning a second language in young children are largely similar to those of the first language’ (Brown, 2000, p. 75). In a classroom where the teacher teaches in a relaxed manner in the target language, the student develops the ability to imitate and the autonomy to use the same language code. With such an approach, we detected a greater spontaneous linguistic response in the second language in the 5th grade than in groups where the teacher uses the classical grammar-translation method. Data for the study were collected in Slovenian primary schools in the bilingual area of Slovenian Istria. In order to determine differences in language abilities in Italian, students wrote a test at the beginning and end of the school year and participated in an interview. The actual use of the language being taught was of key importance for data analysis. The experimental group (EG) included classes where the teacher predominantly used Italian, and the control group (CG) included classes where the teacher predominantly used Slovenian. The research conducted a quantitative and qualitative analysis of the data obtained. The findings encourage teachers of Italian as a second language to actively use the target language in their lessons and to include students in an authentic bilingual environment