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Curriculum framework for foreign language prechool teaching in Serbia ; Курикулярная рамка для обучения иностранным языкам в дошкольном возрасте в сербии

dc.contributor.advisorVučo, Julijana
dc.contributor.otherFilipović, Jelena
dc.contributor.otherVujović, Ana
dc.creatorVišacki, Jelena
dc.date.accessioned2017-04-10T13:55:53Z
dc.date.available2017-04-10T13:55:53Z
dc.date.available2020-07-03T12:58:24Z
dc.date.issued2016-09-19
dc.identifier.urihttp://eteze.bg.ac.rs/application/showtheses?thesesId=4748
dc.identifier.urihttp://nardus.mpn.gov.rs/handle/123456789/7861
dc.identifier.urihttps://fedorabg.bg.ac.rs/fedora/get/o:15014/bdef:Content/download
dc.identifier.urihttp://vbs.rs/scripts/cobiss?command=DISPLAY&base=70036&RID=48762895
dc.description.abstractPredmet istraživanja ovog rada je sticanje uvida u položaj koji nastava stranih jezika u predškolskom uzrastu zauzima u Srbiji, uz proveru njene ujednačenosti na kurikularnom planu, kritičku analizu jezičkih i metodoloških aspekata, kao i predlog kurikularnog okvira za njeno unapređivanje. Značaj i doprinos ranog učenja stranog jezika neosporni su ne samo za decu kao pojedince, već i za celokupno društvo. Evropska jezička politika ne samo da je prepoznala ove prednosti, već u pomeranju početka nastave stranog jezika na što raniji uzrast vidi ključ za ostvarivanje cilja kome teži. Njen cilj, naime, podrazumeva da svaki građanin Evropske unije nauči još dva strana jezika pored maternjeg i time doprinese uspostavljanju harmoničnog života u multilingvalnoj i multikulturnoj zajednici kakva je Evropa. U pripremnom predškolskom programu deca usvajaju osnove za dalje obrazovanje, te bi bilo od velike koristi da se tada započne priprema za strane jezike, koja će biti ujednačena i koja će svakom detetu omogućiti ravnopravan položaj pri polasku u školu. Pošto je konstatovano da je u okviru zakonske regulative pitanje stranog jezika u predškolskom uzrastu prilično nedefinisano, sprovedeno je istraživanje koje je pokazalo da neujednačenost postoji i na kurikularnom planu, kao i u samoj praksi. Istraživanje je obuhvatilo 14 predškolskih ustanova na teritoriji Beograda, a uključivalo je analizu sadržaja programa za strani jezik, anketu i intervju sa nastavnim kadrom i, najzad, opservaciju rada sa decom. Sagledani su podaci vezani za stručno obrazovanje nastavnika, kao i jezički i metodološki aspekti od kojih zavise kvalitet i adekvatnost nastave. Poređenjem dobijenih rezultata i teorijskih načela iznetih u radu, utvrđene su smernice na osnovu kojih je dat predlog kurikuluma za nastavu stranog jezika u predškolskom uzrastu.sr
dc.description.abstractThe subject of the paper is to understand the position of the foreign language preschool teaching in Serbia while examining its uniformity in terms of curriculum, critically analysing the linguistic and methodological aspects, and proposing the respective curriculum framework for its improvement. The importance and benefits of early language learning are undeniable not only for children as individuals, but also for the society as a whole. The European language policy has undoubtedly recognised these advantages firstly by shifting the start of foreign language teaching process to the earliest age possible while this is believed to be the proper way toward the achievement of the policy goal. Namely, its objective is that every citizen of the European Union should master two other languages in addition to their mother tongue thereby contributing to the life in harmony within the multilingual and multicultural environment such as Europe. Through the preparatory preschool programme the children absorb the basics for their further education, and it would be extremely valuable to simultaneously commence the preparation for foreign languages that is aligned and places every child in equal position before going to school. Since it was noted that the issue of foreign language for preschoolers was rather undefined, the research has been conducted and showed that the lack of uniformity existed both in terms of curriculum and practice. The research covered 14 preschool establishments within the City of Belgrade, and it included the analysis of the content of foreign language programmes, followed by survey and interviews with teachers, and finally the observation of the work done with children. The examined information related to the educational qualifications of teachers, as well as the linguistic and methodological aspects of relevance to the quality and sufficiency of teaching. The comparison of obtained results and theoretical principles generated the guidelines used in creating the proposed foreign language preschool teaching curriculum.en
dc.formatapplication/pdf
dc.languagesr
dc.publisherУниверзитет у Београду, Филолошки факултетsr
dc.rightsopenAccessen
dc.sourceУниверзитет у Београдуsr
dc.subjectstrani jezicisr
dc.subjectforeign languagesen
dc.subjectrani uzrastsr
dc.subjectpredškolsko obrazovanjesr
dc.subjectinterkulturno obrazovanjesr
dc.subjectkurikulumsr
dc.subjectučenjesr
dc.subjectearly ageen
dc.subjectpreschool educationen
dc.subjectintercultural educationen
dc.subjectcurriculumen
dc.subjectlearningen
dc.titleKurikularni okvir za nastavu stranih jezika u predškolskom uzrastu u Srbijisr
dc.title.alternativeCurriculum framework for foreign language prechool teaching in Serbia ; Курикулярная рамка для обучения иностранным языкам в дошкольном возрасте в сербииen
dc.typedoctoralThesisen
dc.rights.licenseBY-NC-ND
dcterms.abstractВучо, Јулијана; Вујовић, Aна; Филиповић, Јелена; Вишацки, Јелена; Курикуларни оквир за наставу страних језика у предшколском узрасту у Србији; Курикуларни оквир за наставу страних језика у предшколском узрасту у Србији;
dc.identifier.fulltexthttp://nardus.mpn.gov.rs/bitstream/id/32898/Disertacija.pdf
dc.identifier.fulltexthttp://nardus.mpn.gov.rs/bitstream/id/32899/IzvestajKomisije8152.pdf


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