Název: Jazyková rozmanitost a jazykový repertoár žáků a žákyň na základní škole
Variantní název:
- Language diversity and language repertoires of pupils at the lower secondary school level
Zdrojový dokument: Studia paedagogica. 2023, roč. 28, č. 1, s. [113]- 138
Rozsah
[113]- 138
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2023-1-5
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/digilib.79354
Type: Článek
Jazyk
Licence: Neurčená licence
Přístupová práva
otevřený přístup
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Předložená studie má za cíl zjistit, jak žáci a žákyně vnímají jazyky svého jazykového repertoáru. V první části je popsáno teoretické ukotvení konceptu jazykového repertoáru a jeho kontextualizace v rámci tématu jazykové rozmanitosti hojně diskutovaného v pedagogickém diskurzu. Následný kvalitativně orientovaný výzkum byl realizován na jedné běžné základní škole, zúčastnilo se jej 26 žáků a žákyň. Jejich jazykový repertoár byl zkoumán prostřednictvím individuálních jazykových portrétů, které byly doplněny o rozhovory. V analýzách jsme se zaměřili na (1) přítomnost jazyků v portrétu žáků a žákyň, (2) ztvárnění těchto jazyků a (3) jejich umístění v portrétech. Výsledky naší studie naznačují, že deklarovanou přítomnost jazyka v repertoáru ovlivňují zejména subjektivní zkušenosti. Zároveň výsledky ukazují, že ztvárnění jazyků v repertoáru je značně individuální a skrývá rozmanité představy o jazycích. Z analýz také vyplynulo, že jazyky jsou často spojeny s emocemi, identitou, potřebami se jazyky učit a využívat je v komunikaci. Výzkumná zjištění by měla přispět ke změně náhledu na jazykovou rozmanitost v české škole a k inspiraci nejen pro pedagogickou praxi, ale i vzdělávací politiku ve smyslu hledání takových vzdělávacích strategií a výukových postupů, které budou jazykovou rozmanitost oceňovat, rozvíjet a využívat pro účely vzdělávání.
The study aims to investigate how learners perceive the languages within their linguistic repertoire. The first section outlines the conceptual framework of the language repertoire and its contextualization in the current and widely discussed topic of language diversity in pedagogical discourse. The subsequent qualitatively-oriented research was conducted in a mainstream primary school, involving 26 pupils. Their linguistic repertoires were examined through individual language portraits, complemented by interviews. The analysis primarily focuses on (1) the languages present in the students' repertoires, (2) the representation of these languages, and (3) their positioning within the portraits. The results of our study suggest that the inclusion of a language in one's repertoire is primarily influenced by subjective experiences. Furthermore, the study demonstrates that the representation of languages in the repertoire is highly individual, reflecting diverse perceptions of languages. The analysis also reveals that languages are frequently associated with emotions, identity, and the necessity to learn and employ them for communication. The research findings are expected to prompt a shift in perspective concerning linguistic diversity in Czech schools. They are anticipated to not only inspire pedagogical practices but also influence educational policy by fostering the development and utilization of linguistic diversity for educational purposes.
Note
Příspěvek vznikl za podpory projektu "GA ČR (19-12624S): Škola jako mnohojazyčný prostor? Prozkoumávání lingvistické reality na českých městských školách (MultiSpace)".
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[43] Norton, B. (2013). Identity and language learning: Extending the conversation. Mulilingual matters.
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