Dvojezična nastava

Dvojezično obrazovanje (dvojezična ili bilingvalna nastava) se odnosi na svako obrazovanje koje ima za cilj da učenici na kraju školovanja koriste dva jezika i poznaju kulture koje idu uz te jezike, odnosno opisuje situaciju u kojoj se dva ili više jezika upotrebljavaju kao instrument za učenje različitih školskih predmeta. U tom slučaju, strani jezik, odnosno jezik na kome se nastava odvija, naziva se vehikularnim, tj. posredničkim jezikom.[1]

Modeli dvojezične nastave

Postoji nekoliko modela dvojezične nastave:

  1. Dvojezična predmetna nastava, model CLIL nastave (Content-based bilingual learning) ima za cilj da se pojedinci edukuju na dva jezika vehikularnom upotrebom dva jezika. Model je zasnovan na komunikativnoj kompetenciji koja ističe društveno prikladnu i svrsishodnu upotrebu jezika, odnosno znanje kako se jezik efektivno upotrebljava, a ne znanje o jeziku. Kod ovih programa L2 se koristi u manjoj meri od 50%.
  2. Dvojezično uranjanje, dvojezična imerzija (Bilingual Immersion) je model kod koga se 50% ili više nastave odvija na L2. To je jedan od najpoznatijih oblika dvojezičnog obrazovanja. Glavne odlike su upotreba L2 kao sredstva za nastavu, paralelni kurikulum na L2 i L1, javna podrška za L1.
  3. Programi održavanja (Maintenance education) sačinjeni su s namerom da učenicima manjinskog maternjeg jezika pruže priliku da održe pismenost na manjinskom jeziku.
  4. Prelazno obrazovanje (Transitional education) shvata bilingvizam kao prelazni period, u skladu sa političkim ciljevima potpune asimilacije. Takva vrsta obrazovanja nastoji da da osnovnu pismenost na manjinskom L1, uporedo s uvodom u većinski L2 da bi se dalje obrazovanje nastavilo na L1.
  5. Jezički programi (Language object) daju prednost formalnom učenju jezika, a L2 se upotrebljava kao vehikularni jezik za učenje sadržaja.[1]

Reference

  1. ^ а б Vučo, Julijana; Filipović, Jelena; Durbaba, Olja (2014). „Dvojezična nastava stranih jezika u Srbiji”. Jezici u obrazovanju i jezičke obrazovne politike: 112—115. 

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