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