Nastava italijanskog jezika kao drugog stranog jezika u ranom uzrastu

Abstract

Predmet ovog istraživanja je utvrđivanje postojanja mogućnosti institucionalizovanog učenja dva strana jezika u ranom uzrastu i ispitivanje kakva postignuća i stavove učenici pokazuju u odnosu na njihov rani višejezični razvoj. Poslednje decenije prošlog veka shvaćen je značaj znanja stranih jezika za građane EU, te su, stoga, brojne institucije počele da promovišu različita dokumenta (akcione planove, programske dokumente, publikacije naučnog karaktera) kojima se ističe potreba da se pored maternjeg poznaju još dva strana jezika. Tako je početak XXI veka doneo mnoštvo novina na planu promocije jezičke politike i znanja više jezika koji će doprineti kompetitivnosti zemalja članica u stvaranju zdravog i održivog razvoja u ekonomskom i kulturalnom smislu. Međutim, preporuka da cilj bude znanje dva strana jezika nije ostvariva ukoliko se sa učenjem istih ne započne u ranom uzrastu. Rano učenje stranih jezika mlađim učenicima osim lingvističke koristi donosi i blagodeti socijalizacije, kulturalizacije, samoostvarivanja i razvijanja svesti o postojanju drugih ljudi koji govore drugim jezikom i čiji su običaji drugačiji od običaja zajednice kojoj pripadaju. Ono ujedno otvara mogućnost plurikulturalnosti individue koja pojačava toleranciju na različitosti i poštovanju drugih kultura i naroda...

Subject of this research is establishing existence of the possibility for institutional learning of two foreign languages in early age and inspecting what accomplishments and attitudes pupils demonstrate regarding their early multi-lingual development. The importance of foreign language knowledge for the citizens of the EU was conceived in the last decade of the last century; therefore, numerous institutions started to promote different documents (action plans, program documents, publications of scientific character) that emphasized the need that, apart from native language, knowledge of other two foreign languages is required. Therefore, the beginning of the 21st century has brought many innovations in the field of promoting the language policy and knowledge of several languages that would contribute to competitiveness of the member states in creating healthy and sustainable development in economic and cultural sense. However, the recommendation that the goal should be knowledge of two foreign languages is not achievable if learning does not start in early age. Early learning of foreign languages brings to younger pupils, apart from the linguistic benefits, the amenities of socialization, culturalization, self-realization and development of consciousness about existence of people who speak other language and whose customs are different from the customs of the community to which they belong. It simultaneously opens the possibility for pluriculturalism of an individual that enhance the tolerance for differences and the respect of other cultures and nations...