Dr Jelena Prtljaga
Visoka škola strukovnih studija za vaspitače „Mihailo Palov“ Vršac
 
REZIME: Sve je izraženija potreba za pružanjem institucionalizovanih prilika za učenje stranog jezika deci u vrtiću. Ova potreba proističe iz činjenice da većina roditelja danas insistira na tome da njihova deca uče strani jezik (najčešće engleski) od najranijeg uzrasta, bez obzira na činjenicu da ne se nije došlo do nedvosmislenih nalaza o kritičnom periodu, odnosno idealnom trenutku kada treba početi sa usvajanjem stranog jezika u linvistički obogaćenom okruženju. U radu se razmatra mogućnost pružanja instutucionalizovane nastave stranog jezika koju bi realizovali vaspitači koji su tečni govornici stranog jezika kroz integrativni i pristup integrisanog učenja sadržaja i jezika. Imajući na umu prepoznat značaj izloženosti stranom jeziku i specifične osobine mladih učenika (od kojih je jedna od najvažniji to da deca uče na holističan način), predlaže se oblik učenja i poučavanja stranog jezika koji počiva na principima uranjanja ili delimične imerzije. Metodom teorijske analize, u radu se diskutuje prevashodno evropski pristup učenju i poučavanju stranog jezika – Integrisano učenje sadržaja i jezika (Content and Language Integrated Learning – CLIL) na ranom uzrastu. U kontekstu ranog učenja, strani jezik postaje sredstvo kojim se deci prenose određeni sadržaji iz nastavnog plana i programa, stalnom upotrebom maternjeg i stranog jezika, kroz takozvano prebacivanje koda. Model se odnosi na integrisano učenje, kod koga je strani jezik pažljivo utkan u predškolski kurikulum. S druge strane, diskutuje se i integrativni pristup poučavanju i učenju stranog jezika na ranom uzrastu, kroz kreiranje i realizaciju aktivnosti kojima se integrišu se sve predmetne oblasti u okviru jedne teme. Da bi se navedeni pristupi učenju stranog jezika uveli u predškolske ustanove, neophodno je obezbediti određene preduslove, odnosno modernizovati osnovno obrazovanje i stručno usavršavanje vaspitača kako bi se oni osposobili za primenu predloženog modela.
 
KLJUČNE REČI: učenje stranog jezika na ranom uzrastu, CLIL, integrativni pristup, vaspitači.
 

 

Integrative Approach to Teaching and Learning a Foreign Language
Content and Language Integrated Learning (CLIL) at Early Age
 
Dr Jelena Prtljaga
Preschool Teacher Training College “Mihailo Palov“ Vršac
 
Abstract: There has been an ever-increasing need for the provision of institutionalized opportunities for children to learn a foreign language at preschool age. The need stems from the fact that majority of parents nowadays insist on their children learning a foreign language (most often English) from the earliest age, regardless of the fact that there are no conclusive findings on the critical period, i.e. ideal time window to acquire a foreign language in a linguistically rich environment. The paper considers the possibility of providing institutionalized teaching of a foreign language by kindergarten teachers who are fluent speakers of a foreign language through CLIL. Having in mind the acknowledged relevance of exposure to a foreign language, and the specific features of young learners (one of the most important one being that children learn holistically), a form of foreign language teaching and learning relying on the principles of (partial) immersion is proposed in the paper. Through the method of theoretical analysis, the paper discusses a predominantly European approach to foreign language learning and teaching – the Content and Language Integrated Learning – CLIL. In the context of early learning, the foreign language becomes the means to teach specific content in the curriculum, through the constant use of both mother tongue and a foreign language, i.e. code-switching. The model refers to integrated teaching where a foreign language is carefully embedded into the pre-primary curriculum. On the other hand, the paper also discusses integrative approach to teaching and learning a foreign language at early age, through creation and implementation of activities integrating all subject areas within a topic. In order to introduce the above-mentioned approaches to foreign language teaching and learning in preschool institutions, it is necessary to ensure certain preconditions, i.e. to modernize pre-service or in service-training of kindergarten teachers in order to equip them implement the proposed model.
 
Key words: foreign language teaching at early age, CLIL, integrative approach, preschool teachers.