Croatian as a Second Language – Faculty of Teacher Education Students' Views / Hrvatski kao nematerinski jezik – recepcija studenata Učiteljskog fakulteta

Abstract

Abstract

Today Međimurje County has some 11,000 inhabitants belonging to the Roma national minority, with about 1,400 Roma pupils attending primary education and amounting up to 13% of the pupils in Međimurje (http://www.medjimurska-zupanija.hr/najnovije/u-predskolu-krenula-nova-generacija-ucenika-roma).

Research in language and education shows that Roma pupils have insufficient or no knowledge of the Croatian language upon their enrolment into primary school.  This makes it difficult for them to attend regular classes (Cvikić, 2007; Cvikić & Petroska, 2013; Turza-Bogdan & Ciglar, 2010). The education of the pupils at such an early age depends heavily on their teachers’ competences; most of all the linguistic and teaching competences. We set out to investigate the attitudes of the Faculty of Teacher Education students on the issue of the education of Roma pupils that is carried out in Croatian, which is their second language. To investigate the issue we presented primary and preschool education students with a questionnaire prepared for the purposes of the study. The responses of the selected sample of students present their opinions and attitudes on the education of the Roma pupils, and point to the necessary increase in the future teachers’ linguistic and teaching competences.

We conclude by presenting some options to improve the quality of education of primary and preschool teachers with respect to the acquisition of Croatian as a second or foreign language as its crucial element.  

Key words: Croatian as a second language; Roma national minority.

---

Sažetak

U Međimurskoj županiji živi oko 11 000 pripadnika romske nacionalne manjine, a oko  1 400 učenika Roma nalazi se u sustavu osnovnoškolskog obrazovanja, što čini 13 % školske populacije Međimurja (http://www.medjimurska-zupanija.hr/najnovije/u-predskolu-krenula-nova-generacija-ucenika-roma). Učenicima romske nacionalne manjine hrvatski nije materinski jezik. 

Lingvistička i obrazovna istraživanja pokazuju da prilikom dolaska u školu romski učenici ne znaju ili nedovoljno znaju jezik, što im otežava praćenje cjelokupne nastave (Cvikić, 2007, Cvikić i Petroska, 2013, Turza-Bogdan i Ciglar, 2010). Način obrazovanja tih učenika u mlađoj školskoj dobi ovisi o učiteljskim kompetencijama, posebice jezičnoj i metodičkoj. Zanimalo nas je mišljenje studenata Učiteljskog fakulteta o problematici obrazovanja romskih učenika na hrvatskom kao nematerinskom jeziku. Proveden je anketni upitnik među studentima učiteljskog i odgojiteljskog studija. Odabrani studentski uzorak pokazuje mišljenje i recepciju, ali ukazuje i na mogućnosti povećanja jezičnih i metodičkih kompetencija budućih učitelja. 

Na temelju dobivenih rezultata predlažu se mogućnosti poboljšanja kvalitete obrazovanja učitelja i odgojitelja u odnosu na važan segment usvajanja hrvatskoga kao inoga jezika.

Ključne riječi: hrvatski kao nematerinski jezik; romska nacionalna manjina.