Univerzitetna priprava vzgojiteljev predšolskih otrok za poučevanje angleščine na Češkem
Povzetek
Čedalje močnejši trend zgodnjega poučevanja tujih jezikov zahteva primeren odziv visokošolskega usposabljanja bodočih vzgojiteljev predšolskih otrok. Raziskave s tega področja, vključno s politikami, kažejo na to, da stanje ni povsem zadovoljivo. Ta prispevek skuša prikazati raven priprav bodočih vzgojiteljev za poučevanje angleščine predšolskih otrok na posameznih čeških univerzah. Predstavi ugotovitve, pridobljene s kvalitativno vsebinsko analizo učnih načrtov osmih univerz, ki ponujajo izobraževalni program predšolske vzgoje in se usmerjajo na usposabljanje za poučevanje angleščine. Rezultati kažejo, da se poučevanje angleščine predšolskih otrok ne izvaja na vsaki univerzi, pri čemer se ustanove razlikujejo po poudarkih, ki ga dajejo poučevanju tujih jezikov na vrtčevski ravni, kar se odraža tudi v številu in vsebini ponujenih predmetov.Prenosi
Literatura
Andrys, O., & Janotová, Z. (2013). ČŠI: Trendy ve výuce cizích jazyků [CSI: Trends in foreign language teaching]. Vzdělávání,2(3), 1–2. https://clanky.rvp.cz/clanek/c/N/17921/CSI-TRENDY-VE-VYUCE-CIZICH-JAZYKU.html?rate=4
Asiah, M. H. (2013). Limited proficiency english teachers’ language use in science classrooms. GEMA Online® Journal of Language Studies, 13(2), 65–80. https://ejournal.ukm.my/gema/article/view/3175
Baldauf, R. B., Kaplan, R. B., Kamwangamalu, N., & Bryant, P. (2011). Success or failure of primary second/foreign language programmes in Asia: What do the data tell us? Current Issues in Language Planning, 12(2), 309–323. https://doi.org/10.1080/14664208.2011.609715
Bell, D., & Bogan, B. L. (2013). English language learners: Problems and solutions found in the research of general practitioners of early childhood. The Journal of Balanced Literacy Research and Instruction, 1(2), 18–23. https://digitalcommons.lsu.edu/jblri/vol1/iss2/5/
Cameron, L. (2003). Challenges for ELT from the expansion in teaching children. English Language Teaching Journal, 57(2), 105–112. https://doi.org/10.1093/elt/57.2.105
Cirino, P. T., Pollard-Durodola, S., Foorman, B. R., Carlson, C. D., & Francis, D. J. (2007). Teacher characteristics, classroom instruction, and student literacy and language outcomes in bilingual kindergartners. Elementary School Journal, 107(4), 341–364. https://doi.org/10.1086/516668
Coleman, J. (1997). Residence abroad within language study. Language Teaching, 30(1), 1–20. doi:10.1017/S0261444800012659
Commission of the European Communities. (2003). Promoting language learning and linguistic diversity: An action plan 2004–2006. Publications Office. https://op.europa.eu/en/publication-detail/-/publication/b3225824-b016-42fa-83f6-43d9fd2ac96d
Costa, F., & Pladevall-Ballester, E. (2020). Introduction to the Special Issue: Learners’ outcomes and effective strategies in early second language learning. EuroAmerican Journal of Applied Linguistics and Languages, 7(1), 1–10. 10.21283/2376905X.11.202
Czech School Inspectorate. (2012). Výroční zpráva České školní inspekce za rok 2011/2012 [Annual report of the Czech School Inspectorate for the year 2011/2012]. https://www.csicr.cz/html/vzcsi_2011_12/html5/index.html?&locale=CSY&pn=9
Czech School Inspectorate. (2013). Výroční zpráva České školní inspekce za rok 2012/2013 [Annual report of the Czech School Inspectorate for the year 2012/2013]. https://www.csicr.cz//html/VZCSI2012_2013/html5/index.html?&locale=CSY&pn=15
Czech School Inspectorate. (2015). Výroční zpráva České školní inspekce za rok 2014/2015 [Annual report of the Czech School Inspectorate for the year 2014/2015]. https://www.csicr.cz//html/VZ2014-15v2/html5/index.html?&locale=CSY&pn=27
Černá, M. (2015). Pre-primary English language and learning and teacher education in the Czech Republic. In S. Mourão, & M. Lourenço (Eds.), Early years second language education: International perspectives on theory and practice (pp. 165–176). Routledge.
Dagarin Fojkar, M., & Skubic, D. (2017). Pre-service preschool teachers' beliefs about foreign language learning and early foreign language teaching in Slovenia. Center for Education Policy Studies Journal, 7(4), 85–104. https://doi.org/10.26529/cepsj.365
Edelenbos, P., Johnstone, R., & Kubanek, A. (2006). The main pedagogical principles underlying the teaching of languages to very young learners. Final Report of the EAC 89/04, Lot 1 study.https://1url.cz/WzNce
Enever, J. (2011). ELLiE: Early language learning in Europe. https://www.researchgate.net/publication/265383696_ELLiE_Early_language_learning_in_Europe
Erarslan, A. (2018). Strengths and weaknesses of primary school English language teaching programs in Turkey: Issues regarding program components. Eurasian Journal of Applied Linguistics, 4(2), 325–347. https://doi.org/10.32601/ejal.464194
European Commission. (2011). European strategic framework for education and training (ET 2020) language learning at pre-primary school level: Making it efficient and sustainable: European strategic framework for education and eraining. https://1url.cz/OMn2q
Fenclová, M. (2004). Některé důsledky výuky raného učení cizím jazykům [Some implications of teaching early learning foreign languages]. Cizí jazyky, 46(2), 40–42.
Freed, B. (1998). An overview of issues and research in language learning in a study-abroad setting. Frontiers: The Interdisciplinary Journal of Study abroad, 4(1), 21–60. https://doi.org/10.36366/frontiers.v4i1.62
Gavora, P. (2015). Obsahová analýza v pedagogickom výskume: Pohľad na jej súčasné podoby [Content analysis in pedagogical research: A look at its current forms]. Pedagogická Orientace, 25(3), 27. https://doi.org/10.5817/PedOr2015-3-345
Goh, P. S. (2019). Preschool teachers’ perspectives on using English language to teach. GEMA Online® Journal of Language Studies, 19(4), 346–362. https://ejournal.ukm.my/gema/article/view/31362
Hanušová, S., & Najvar, P. (2006). Foreign language acquisition at an early age.http://www.ped.muni.cz/weduresearch/publikace/hn06.pdf
Hyes, D. (2014). Factors influencing success in teaching English in state primary schools. British Council.
Kelly, M., Grenfell, M., Allan, R., Kriza, C., & McEvoy, W. (2004). European profile for language teacher education: A frame of reference. European Commission and the University of Southampton. https://doi.org/10.5258/SOTON/P1077
Linderová, I., Scholz, P., & Munduch, M. (2016). Úvod do metodiky výzkumu [Introduction to research methodology]. Vysoká škola polytechnická
Maroušková, M. (2013). Výhody a úskalí osvojování cizího jazyka v předškolním věku [Advantages and disadvantages of learning a foreign language in preschool age]. In Z. Procházková, & T. Suchánková (Eds.), Metodický poradník učitele cizího jazyka [Methodical advisor to a foreign language teacher] (pp. 49–57). UJEP. http://neflt.ujep.cz/sites/default/files/metodicky_poradnik_ucitele_ciziho_jazyka.pdf
Ministry of Education and Employment of Malta. (2012). A national curriculum framework for all. https://education.gov.mt/en/Documents/A%20National%20Curriculum%20Framework%20for%20All%20-%202012.pdf
Ministry of Education, Science, Research and Sports of the Slovak Republic. (2020). Vyhláška č. 1/2020 Z. z. Ministerstva školstva, vedy, výskumu a športu Slovenskej republiky o kvalifikačných predpokladoch pedagogických zamestnancov a o odborných zamestnancov [Decree No. 1/2020 Coll., of the Ministry of Education, Science, Research and Sports of the Slovak Republic on the qualification requirements of pedagogical staff and professional staff ].https://www.slov-lex.sk/pravne-predpisy/SK/ZZ/2020/1/
Ministry of Education, Youth and Sports of the Czech Republic. (2005). Národní plán výuky cizích jazyků s akčním plánem pro období 2005 – 2008 [National language teaching plan with an action plan 2005–2008]. https://1url.cz/pzoMM
Ministry of Education, Youth and Sports of the Czech Republic. (2014). Strategie vzdělávací politiky České republiky do roku 2020 [Strategy of the educational policy of the Czech Republic unitl 2020].https://www.msmt.cz/uploads/Strategie_2020_web.pdf
Ministry of National Education in Poland. (2017). Republika Polska Rozporzadzenie Ministra Edukacji Narodowej w sprawie szczegółowych kwalifikacji wymaganych od nauczycieli, 2017 § [Republic of Poland Order of the Minister of national education on the specific qualifications of teachers]. https://1url.cz/IzNci
Ministry of Education, Youth and Sports of the Czech Republic. (2022). Statistický informační systém Ministerstva školství, mládeže a tělovýchovy [Statistical information system of the Ministry of Education, Youth and Sports].https://statis.msmt.cz/rocenka/rocenka.asp
Murphy, V., & Evangelou, M. (2016). Early childhood education in English for speakers of other languages https://www.teachingenglish.org.uk/sites/teacheng/files/pub_F240%20Early%20Childhood%20Education%20inners%20FINAL%20web.pdf
Nikolov, M., & Mihaljević Djigunović, J. (2011). All shades of every colour: An overview of early teaching and learning of foreign languages. Annual Review of Applied Linguistics, 31(2011), 95–119. doi:10.1017/S0267190511000183
Pokrivčáková, S. (2012). Modern teacher of English. ASPA.
Pokrivčáková, S. (2017). Súčasné modely kvalifikačnej prípravy nenatívnych učiteľov angličtiny pre predškolské vzdelávanie [Current models of qualification training of non-native English teachers for preschool education]. In I. Cimermanová & M. Sepešiová (Eds.), Súčasné výzvy vo vyučovaní jazykov: ako ďalej? (2. časť) (pp. 93–112). SlovakEdu. https://docplayer.net/105294504-Vyzvy2017-sucasne-vyzvy-vo-vyucovani-jazykov-ako-dalej-2-cast-november-2017-stara-lesna-slovensko-zbornik-prispevkov.html
Tanaka, K., & Ellis, R. (2003). Study-abroad, language proficiency, and learner beliefs about language learning. JALT Journal, 25(1), 63–85. https://doi.org/10.37546/JALTJJ25.1-3
Vos, J. (2008). Can preschool children be taught a second language? https://1url.cz/azNcL
Widlok, B., Petravić, A., & Rodica Romcea, H. O. (2010). Norimberská doporučení k ranému osvojování cizího jazyka [Nuremberg recommendations for early foreign language acquisition]. https://docplayer.cz/1676616-Norimberska-doporuceni-k-ranemu-osvojovani-ciziho-jazyka.html
Zein, S., & Garton, S. (2019). Early language learning and teacher education. International research and practice. Multilingual Matters.
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
