ItalnIa - Mercator Research Centre · 2017. 1. 19. · The ITalIan language In educaTIon In SlovenIa 3 Foreword background The Mercator European Research Centre on Multilingualism

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ItalIan

The Italian language in education in Slovenia

The ITalIan language In educaTIon In SlovenIa

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This document was published by the Mercator European Research Centre on Multilingualism and Language Learning with financial support from the Fryske Akademy, the Province of Fryslân, and the municipality of Leeuwarden.

© Mercator European Research Centre on Multilingualism and Language Learning, 2012

ISSN: 1570 – 12391st edition

The contents of this dossier may be reproduced in print, except for commercial purposes, provided that the extract is proceeded by a complete reference to the Mercator European Research Centre on Multilingualism and Language Learning.

This regional dossier has been compiled by Prof. dr Lucija Čok and dr Nives Zudič Antonič, University of Primorska. Unless otherwise stated academic data refer to the 2011/2012 school year. All educational statistics are provided by the relevant educational authority, un-less otherwise stated. A draft of this Regional dossier has been reviewed by Prof. Emeritus dr Albina Nećak Lük, Faculty of Arts, University of Ljubljana..

AcknowledgementsThe authors wish to express their gratitude to all those who provided material and data through their scientific publications and dossiers and to the staff of the Mercator Research Centre for having made observations and suggested additions and clarifications when needed.

From August 2012 onwards Ineke Rienks and Saskia Benedictus-van den Berg havebeen responsible for the publication of the Mercator Regional dossiers series.

Albanian; the Albanian language in education in ItalyAsturian; the Asturian language in education in SpainBasque; the Basque language in education in France (2nd ed.)Basque; the Basque language in education in Spain (2nd ed.)Breton; the Breton language in education in France (2nd ed.)Catalan; the Catalan language in education in France Catalan; the Catalan language in education in SpainCornish; the Cornish language in education in the UKCorsican; the Corsican language in education in France (2nd ed.)Croatian; the Croatian language in education in Austria Frisian; the Frisian language in education in the Netherlands (4th ed.)Gaelic; the Gaelic language in education in the UK Galician; the Galician language in education in Spain German; the German language in education in Alsace, France (2nd ed.)German; the German language in education in Belgium German; the German language in education in South Tyrol, Italy Hungarian; the Hungarian language in education in Slovakia Hungarian; the Hungarian language in education in SloveniaIrish; the Irish language in education in Northern Ireland (2nd ed.)Irish; the Irish language in education in the Republic of Ireland Italian; the Italian language in education in SloveniaKashubian; the Kashubian language in education in Poland Ladin; the Ladin language in education in Italy Latgalian; the Latgalian language in education in LatviaLithuanian; the Lithuanian language in education in Poland Meänkieli and Sweden Finnish; the Finnic languages in education in Sweden North-Frisian; the North Frisian language in education in Germany (2nd ed.)Occitan; the Occitan language in education in France Polish; the Polish language in education in LithuaniaRomani and Beash; the Romani and Beash languages in education in Hungary Sami; the Sami language in education in Sweden Scots; the Scots language in education in Scotland Slovak; the Slovak language in education in Hungary Slovene; the Slovene language in education in Austria (2nd ed.)Slovene; the Slovene language in education in Italy (2nd ed.)Sorbian; the Sorbian language in education in Germany Swedish; the Swedish language in education in Finland Turkish; the Turkish language in education in Greece Ukrainian and Ruthenian; the Ukrainian and Ruthenian language in education in PolandVõro; the Võro language in education in EstoniaWelsh; the Welsh language in education in the UK

Contents

Glossary ..............................................................................2

Foreword ..............................................................................3

1 Introduction...........................................................5

2 Pre-schooleducation..........................................19

3 Primaryeducation..............................................22

4 Secondaryeducation..........................................29

5 Vocationaleducation..........................................33

6 Highereducation................................................35

7 Adulteducation...................................................40

8 Educationalresearch..........................................44

9 Prospects............................................................48

10 Summarystatistics.............................................51

Endnotes................................................................................53

EducationsysteminSlovenia.................................................54Referencesandfurtherreading..............................................55Addresses...............................................................................66

Otherwebsitesonminoritylanguages...................................73

WhatcantheMercatorResearchCentreofferyou?..............74

ContentsGlossary2Foreword 31 Introduction52 Pre-schooleducation193 Primaryeducation 224 Secondaryeducation295 Vocationaleducation336 Highereducation 357 Adulteducation 408 Educationalresearch 449 Prospects 4810 Summarystatistics 51Endnotes 53EducationsysteminSlovenia54Referencesandfurtherreading 55Addresses66Otherwebsitesonminoritylanguages 73WhatcantheMercatorResearchCentreofferyou? 74

Glossary

CEFR CommonEuropeanFrameworkofReferenceforLanguagesFL ForeignlanguageL1 Firstlanguageacquired(nativelanguage/mothertongue)L2 SecondlanguageacquiredTL Targetlanguage


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Foreword

background The Mercator European Research Centre on Multilingualismand Language Learning aims at the acquisition, circulation,andapplicationofknowledgeinthefieldofregionalandminor-ity language education. Regional or minority languages arelanguages that differ from the official language of the statewheretheyarespokenandthataretraditionallyusedwithinagiventerritorybynationalsofthatstateformingagroupnumeri-callysmallerthantherestofthestate’spopulation.Forseveralyears an importantmeans for theMercator ResearchCentreto achieve the goal of knowledge acquisition and circulationhas been the Regional dossiers series. The success of thisseriesillustratesaneedfordocumentsstatingbrieflythemostessential featuresof theeducation systemof regionswithanautochthonouslesserusedlanguage.

aim Regional dossiers aimat providing a concise description andbasicstatisticsaboutminoritylanguageeducationinaspecificregionofEurope.Aspectsthatareaddressedincludefeaturesoftheeducationsystem,recenteducationalpolicies,mainac-tors, legal arrangements, and support structures, as well asquantitativeaspects,suchasthenumberofschools,teachers,pupils,andfinancial investments.Thiskindof informationcanserveseveralpurposesandcanberelevantfordifferenttargetgroups.

target group Policymakers, researchers, teachers,students,and journalistsmay use the information provided to assess developments inEuropean minority language schooling. They can also use aRegionaldossierasafirstorientationtowardsfurtherresearchorasasourceofideasforimprovingeducationalprovisionsintheirownregion.

link with In order to link these regional descriptions with those of na-tional education systems, the format of the regional dossiersfollows the format used by Eurydice, the information networkoneducation inEurope.Eurydiceprovides informationon the

Eurydice

educaTIon and leSSer uSed languageS

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administration and structure of national education systems inthememberstatesoftheEuropeanUnion.

contents Theremainderofthisdossierconsistsofanintroductiontotheregionunderstudy,followedbysixsectionseachdealingwithaspecificleveloftheeducationsystem.Thesebriefdescriptionscontain factual information presented in a readily accessibleway.Sectionseighttotencoverresearch,prospects,andsum-mary statistics. For detailed information and political discus-sionsaboutlanguageuseatthevariouslevelsofeducation,thereaderisreferredtoothersourceswithalistofpublications.


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1 Introduction

language Italian is a Romance language spoken by about sixtymillionpeople in Italy, andbyanother tenmillion Italian citizensanddescendantsintheworld.

Italian derives diachronically from Latin and is the closestnational language to Latin. Unlike most other Romance lan-guages,ItalianretainsLatin’scontrastbetweenshortandlongconsonants.AsinmostRomancelanguages,stressisdistinc-tive.Inparticular,amongtheRomancelanguages,ItalianistheclosesttoLatinintermsofvocabulary.Lexicalsimilarityis89%withFrench,87%withCatalan,85%withSardinian,82%withSpanish, 78%with Rhaeto-Romance and 77%with Roma-nian.Evidenceofpeople,speakingLatin andLatinum vulgarefirstandItalianlaterlivingalongsidetheIstriancoastgoesbacktotheBronzeAge,andthepopulationshavebeenmixedeversince.A2001populationcensuscounted23languagesspokenbythepeopleofIstria.

Over the past century, the population inside and outside theSlovenian territory borders has undergone several dramaticchanges,fromWorldWarI,WorldWarII,tothereferendumonindependenceoftheRepublikaSlovenija(RepublicofSlovenia;hereafter: Slovenia) from the Socijalistička Federativna Repu-blika Jugoslavija (Socialist Federal Republic of Yugoslavia) in1990, thedeclarationof independenceandsovereigntyofSlo-veniain1991and,finally,theadmissionofSloveniatotheEuro-peanUnionin2004.Throughouttheyears,theindividualhistori-calchangesinfluencedconsiderablythedemographicstructure,thesocialandeconomicstatusof its inhabitants,particularly inmulti-ethnicandmultilingualareasnearthenationalborders.

Today Slovenia remains one of the smallestmembers of theEuropeanUnionwithaprogressiveeconomicdevelopment inspiteofitsterritorialdimensions.SloveniaisasmallnationandforalongtimetheSloveneshavelivedunderforeignruleandfoughtfortherecognitionoftheirrights.ManyoftheSlovenian


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people still live across the borders of Slovenia. Slovenia isthereforeespeciallyactiveinregulatingthestatusoftheminori-tiesandverysensitivewhenitcomestotheirprotection.

population In Slovenia, there are two bilingual regions inhabited by lin-guisticminorities:thebilingualregionofSlovenianIstria(south-west)withanItaliancommunityandPrekmurje(north-east)withaHungariancommunity.

AccordingtothePopis2002(PopulationCensus2002;hereaf-ter: Census 2002.Statistični urad Republike Slovenije, 2003),of a total population of 1,964,036, the Slovenian part of thepopulation of Slovenia amounted to 1,631,363, whereas theHungarian and Italian communities amounted to 6,243 and2,258 inhabitants respectively. Other communities, which donothavethisstatusofminoritycommunitywere:38,964Serbs,35,642 Croats, 21,542 Bosnians, 6,186Albanians, and 3,972Macedonians.A special group of non-Slovenian inhabitants iscomposedof3,246Romanypeople.

AlthoughtherightsoftheItaliancommunityhavebeenlegallyand formally constantly protected, the number of its mem-berswas reducedafter theannexationof the coastal regionand its hinterland by the former Socialist Federal Republicof Yugoslavia (1943). The population of coastal towns wasreplacedbythepopulationfromtheinteriorareasofSlovenia(managementandadministrativecadre)andfromotherIstriantownsandhamlets(mainlyCroatianpeasants,butSlovenianaswell).

ThelinguisticstructureoftheurbancentresofKoper,IzolaandPiranbecamecompletelyreversed.Before,theItalianlanguagewaspresentatall levelsofcommunicationand itwasconsid-eredaprestigious language; suddenly, theuseof Italianwasreduced to family communication.Thiswas also the result ofthepost-warclimateinwhichtherewasatendencytoidentifyas fascistall thatwas Italian.Theancienturbancentreswereinhabitedbyimmigrantswhocommunicatedinvariousdialects


belonging mostly to Slovene and Italian, as well as to Croatian, Serbian and Bosnian.

The Treaty of Osimo, signed in 1975 by the Socialist Federal Republic of Yugoslavia and the Italian Republic definitely divided the Free Territory of Trieste (1947-1954) between the two states.

The establishment of the border-reality altered dramatically the role of the traditional gravitation and irradiation (economic and cultural) centre like Trieste, reducing or even annulling its rela-tion to the Istrian hinterland. Thus, the minority population, like-wise the Italian population that held the absolute majority as far as 1946, numbers today less than 2 %. Later on, the post-war exodus effects were increased by territorial and demographic development processes, rather than a lack of a formal protec-tion of the Italian minority.

Map 1: Republic of Slovenia, languages in bilingual region Istria (Source: Statistični urad Republike Slovenije, 2011).

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Today, the municipalities where the members of the ItaliancommunityresideandwheretheItalianlanguageisanofficiallanguagebesidesSlovene,areas follows (Slovenename fol-lowedbytheItalianone):

Koper/Capodistria municipality with the settlementsAnkaran/Ancarano, Barizoni/Barisoni, Bertoki/Bertocchi, Bošamarin/Bossamarino,Cerej/Cerei,Hrvatini/Crevatini,Kampel/Campel,Kolomban/Colombano, Koper/Capodistria, Prade/Prade, Pre-mančan, a part of the settlement Spodnje Škofije/Val-marin,Šalara/SalaraandŠkocjan/SanCanziano,

Izola/Isola municipality with the settlements Izola/Isola, Do-brava/DobravapressoIsolaandJagodje/Valleggia,

Piran/Pirano municipality with the settlements Piran/Pirano,Portorož/Portorose, Lucija/Lucia, Strunjan/Strugnano, Seča/Sezza, Sečovlje/Sicciole, Parecag/Parezzago and Dragonja/Dragogna.(Sources: Občine Koper, 2008; Občine Izola 1999; Občina Piran, 1999).

The bilingual educational model for primary education in theabove-mentionedareaswithanItaliancommunityprovidesthatallchildrenattendingprimaryschool(withSloveneasmediumof instruction) must possess at least passive knowledge ofItalian. The communication and the comprehension betweenthe Slovenes and the Italians are thus better. Moreover, theprestige and function of Italian as the minority language, in-crementedbythe juridicalandlinguisticpolicy,neutralisestheassimilationpressureontheItalianlanguage.Therealisationofthelanguagestatuspoliciescanbeobservedindailypubliclifein themunicipalitiesofKoper, IzolaandPiran:bilingualpublicsigns, bilingual functioning of all institutions and enterprises,guaranteed number of the minority group representatives inlocalgovernmentalstructures,righttovetoquestionsrelatedtotheminority group, and seatsguaranteed to the Italianmem-bersintheSlovenianParliament.


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language status ForsmallcountrieslikeSlovenia,itisofvitalimportancetoap-preciatetheculturesoftheneighbouringcountriesandtomas-tertheirlanguages.Duetoitsgeopoliticalandculturalposition,Slovenia has always represented an area of contact amongCentralEuropeanandMediterraneanculturesand languages.ToSloveniancitizens,plurilingualismandmulticulturalismhavealwaysbeennaturallivingconditions.

Today’s constitutional and legislative ground for the protectionof the linguistic minorities originates in the documents passedby the Socialistična republika Slovenija (Socialist Republic ofSloveniaaspartoftheformerSocialistFederalRepublicofYugo-slavia)in1974.TheUstavaSocialističneRepublikeSlovenijeof1974(ConstitutionoftheSocialistRepublicofSloveniaof1974;hereafter:1974Constitution), inparticulararticles250and251,grantedtheItalian(andHungarian)minoritiestherightto“dasvo-bodnouporabljata svoj jezik, izražata in razvijata svojonacion-alnokulturotervtanamenustanavljataorganizacije,uporabljatasvoje narodnostne simbole ter uresničujeta druge” (freely usetheir language,expressanddevelop theirnational culture,andinordertodoso,establishorganisationsandusetheirnationalsymbols–translationbyauthor,Skupščina SRS, 1974).

Duetothedemocraticregulationofthejuridicalandnormativesystempriortotheindependence,theconservationofminoritylanguagesandcultureshascontinuedafter1991.Article11ofthe Ustava Republike Slovenije (Constitution of the RepublicofSlovenia;hereafter:1991Constitution)determinesSloveneastheofficial languageinSlovenia;HungarianandItalianarealso considered as official languages in the areas of Italianand Hungarian communities (Skupščina Republike Slovenije,1991).Sloveniaalsosigned (3July1997), ratified (4October2000)andenforced(1January2001)theEuropeanCharterforRegionalorMinorityLanguages(CouncilofEurope,1992).

After the declaration of independence in 1991, the political,social, cultural and economic context of Slovenia has alteredconsiderably, while there has been almost no change in the


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language policy and language planning. Linguistic planning inSlovenia has thus given ground to a social organisation thatprotectslanguagesspokenbyitscitizensbymeansofthelegis-lationand1991Constitution.ThelatterdeterminedSloveneasthe national language and expressed the necessity to protecttheminoritylanguages.

The Urad Vlade Republika Slovenija za narodnosti (Office ofthe Government of the Republic of Slovenia for Nationalities;hereafter:OfficeforNationalities)isanindependentprofessionalservicewithinthegovernmentofSlovenia.Thebasicprovisionsontheprotectionofminoritycommunitiesaresetoutinthe1991Constitution,whilstmoredetailedprovisionsareincludedinthelegislation invariousareas, that inanyway relate to theposi-tion of the Italian and Hungarian communities and the Romacommunity.Therelevantministriesareresponsibleforcarryingout theprovisions.Withsuchadivisionof responsibilities, themaindutyoftheOfficeforNationalitiesisglobalsupervisionoftherealisationof theprovisionsof the lawontheprotectionofnationalities,monitoring thepracticaleffects,drawingattentiontoproblemareas,preparingsuggestionsand initiatives for theGovernment and other state bodies, and preparing analysesandreportsonthewiderissuesoftheprotectionofnationalities,togetherwiththerelevantministries.

Furthermore, there are some responsibilities that are exclu-

sively in thedomainof theOffice forNationalities,mostofallthosewhich are not covered by differentministries (financingof the main self-governing organisations of the Italian andHungariancommunities,co-financingofbilingualismandotherconstitutionalrightsinthosemunicipalities,wherebothminoritycommunities live autochthonously, co-financing of the mutualcultural organisations residing in Croatia, and co-financing ofthe Italian and Hungarian radio and TV programs). TherearealsosomeresponsibilitiesregardingtheRomacommunitythat lives inSlovenia traditionally, historically, such as financ-ing of themain Roma organisation (Zveza Romov Slovenije;RomaUnionofSlovenia), indirectly co-financingof theRoma


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associationsalloverthecountry,andfinallyco-financingoftheRomaactivitiesinthefieldofmedia.

status of The 1991 Constitution guarantees the members of the twominoritycommunitiestheprotectionofthefundamentalhumanrights,includingtherighttousethemothertongue,tomaintainand develop the mother tongue culture and national peculi-arities(article5),andthespecialcommonrights,includingthefreeuseofthemothertongueinprivateandpubliclife(article11), theuseofnationalsymbols,establishmentofvariousas-sociationsandorganisations,developmentofculturalactivities,informationandeducationinthemothertongue,participationinmattersofgeneralpublicconcernthroughtheminoritygroupsrepresentatives in the Parliament and local government. Theimplementation of those rights is financially andmorally sup-portedbySlovenia(article64).

Theareas inwhichbilingual education is compulsoryarede-finedintheZakonoosnovnišoli(PrimarySchoolAct)of1996,Zakon o gimnazijah (Secondary EducationAct) of 1996, andZakon o poklicnem in strokovnem izobraževanju (VocationalandTechnicalEducationAct)of1996.

Fromahistoricalperspective,ethnicspecificsofSloveniahaveencounteredgreatchangesinthepastand,duetothatparticu-larreason,resultedinagreatsensitivitytowardthequestionoftheSlovene languageas the languageof thestateandotherlanguages in this region even before reaching independenceintheyearof1991.TheconservationofminoritylanguagesinSlovenia is regulatedby theethnic autochthonyprinciple thatguarantees rights to linguistic minorities independent of thenumberof theirspeakers.Asacompulsorypartof theeduca-tionalsystemof themajority, theminority language isguaran-teeditsconservationandmoreoveritsexpansion.

Asmentioned above, the protection of Italian and Hungarianminorityrightsisdefinedinthe1991Constitution,whilespecialrightsofmembersofbothminoritycommunities in thefieldof

language education


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education are more precisely defined in the Zakon o poseb-nih pravicah italijanske in madžarske narodne skupnosti napodročju vzgoje in izobraževanja (Act Implementing SpecialRights ofMembers of the Italian andHungarianEthnicCom-munitiesintheFieldofEducation)of2001. Thelawstipulatesspecificrightsrelatedtothecontents,organisation,andfinanc-ing of education. This assures equal opportunities related tothe access to education and to the selection of a profession.Consequently,thisresultsinequal integrationintosocietyandthedevelopmentoftheindividual’sculturalandnationalidentity.The special minority rights are also stipulated by all nationallegislationinthefieldsofeducationandschooling.

The use of Italian as medium of instruction is stipulated inarticle3of theZakonoorganizaciji in financiranju vzgoje inizobraževanja (OrganisationandFinancingofEducationAct,1996), article 6 of the Primary School Act, article 8 of theSecondaryEducationAct,andarticle8oftheVocationalandTechnical Education Act. All those articles stipulate that allareasinhabitedbySlovenianpopulationandmembersoftheItalian community,which are defined as linguisticminorities,mustcontainpre-schoolsandschoolswithItalianasmediumof instructionandcommunication. Insuchareas,allchildrenattendingItalianschoolsmustalsolearnSlovene,andallchil-drenattendingSlovenianschoolsmustalsolearnItalian.

Besides minority languages, Slovenian students receive in-struction inseveral foreign languages. Italian isa languageofcommunication intheareasnexttotheItalianborderandit istaughtasaforeignlanguageintherestofSlovenia.

education Both theMinistrstvozašolstvo inšport (MinistryofEducationandSport)aswellasthewiderpublicinSloveniagivehighpri-oritytoeducation.Thepresentdecadehasbeencharacterisedby reforms.The reformswere sweepingand fundamental, asthey had to be given political, economic and social changeswhichaccompaniedthemovetoindependencein1991.

system


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Slovenia drafted a white paper on education (Bela knjiga ovzgoji in izobraževanjuvRepublikiSloveniji,Krek,1995;Krek2011)whichservedasthebasisforthepreparationandadop-tionofnewlegislation(sixactsregulatingtheorganisationandfundingofeducation,pre-schools,primaryschools,secondaryeducation,vocationaleducationandtraining,andadulteduca-tion were adopted in 1996). The curricula and assessmentsystemswerealsoradicallychangedintheperiod1995-2000.Since1999,effortshavebeenmade to improve theeffective-nessandtransparencyofthesystem.

TheSlovenianeducationalsystemcanbedividedintothefol-lowingcategories:- Pre-schooleducation- Primaryeducation(structureofprimaryandlowersecondary

education)- Secondaryeducation(post-secondarynon-tertiaryincluding)- Post-secondaryvocationaleducation- Highereducation(graduateandpost-graduatestudies)

Compulsoryeducationalprovision inSlovenia ismeant forchil-drenbetweenfiveandfifteenyearsold,withallchildrenreceivingayearofpre-schooleducationandnineyearsofprimaryeduca-tion.Theprimaryschool isdivided intothreethree-yearcycles.After theprimaryschoolstudentsreceivethreetofouryearsofsecondary education, namely four years in general secondaryeducation (classical, scientific, technical-technologic, or art) ora vocational training school, or three years in a professionalschool.Secondaryeducationterminateswithafinalexamination:generalsecondaryeducationisterminatedbythematuraexamorthelicenceexam,theprofessionalschoolisterminatedonlybythelicenceexam.Thematuraexamallowsuniversityenrolment,while the licenceexamdoesnotwithoutextraexams.Besidestheregularuniversityprogrammes,short-cycleprofessionaltrain-inguniversityprogrammeshavebeendevelopedrecently.Atthesametime,curriculaofindividualdisciplineshavebeenreorgan-isedastogaineducationalefficacy.


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private and InSlovenia, thereare someprivate schools, but in theethni-callymixedregionwhereItalianisusedasmediumofinstruc-tionorasthesecondlanguage,therearenoprivateschools.

bilingual Theeducationalmodelof theethnicallymixed regionofSlov-enianIstriacanbemarkedasasociallyfirmlysupportedpres-ervationmodel(Baker&PrysJones,1998)1withanenrichmentcomponent (thepossibilityof theacquisitionof the Italian lan-guagebythepupilsofthemajoritycommunity).

Therearenotrulybilingualformsofeducationintheethnicallymixed region of Slovenian Istria. Schools operate with eitherSloveneorItalianasmediumof instruction(thelatterattendedmainlybystudentsoftheItalianminoritycommunity).However,it ismandatoryforthepupilsofthoseschoolswithSloveneasmedium of instruction to learn the Italian language (Italian asL2),andforthepupilsoftheschoolswithItalianasmediumofinstructiontolearntheSlovenelanguage(SloveneasL2).Atpri-maryandsecondaryschoolswithSloveneasmediumofinstruc-tionpupilsreceivelessonsofItalianasthesecondlanguagetwohoursaweek,whileatschoolswithItalianasmediumofinstruc-tionstudentsreceiveonaveragethreehoursofSloveneasthesecondlanguageaweek(PrimarySchoolAct,1996,articles6and 16; Secondary EducationAct, 1996, article 8; VocationalandTechnicalEducationAct,1996,article8).

Morethan8,000pupils inschoolswithSloveneasmediumofinstructioninthecoastalregionlearnItalianasthesecondlan-guagefrompre-schooltothesecondarylevelofeducation.Theso-calledcoastalmodelof thesecond languageacquisition inprimaryschoolwasestablishedbylawin1959,andtheoneforpre-schoolandsecondaryeducationin1980.

The didactic concept of Slovene as the second language hasbeenintensivelydevelopedinthepastfewyears.Inadditiontonationalprojects (e.g.Modelsofbilingualeducation inPrimarySchools of Slovenian Istria/Modeli dvojezičnega izobraževanjavosnovnišoli:Vzgojazasožitjevšolahnarodnostnomešanega

public

education forms


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okolja Slovenske Istre, Ministrstvo za šolstvo in šport, Znan-stveno-raziskovalnosrediščeKoper.1997–1998),internationalprojects(e.g.TempusJointEuropeanProject3767:Teachingfor-eign/secondlanguagesinpre-primaryandprimarysector,1992-1995;Čok,1994)andalsodidacticstrategies forearlysecondlanguageacquisitioninbilingualenvironmentsweredeveloped.

InSlovenia,Italianistaughtfrompre-primarytouniversity:asamothertongue(L1inschoolswithItalianasmediumofinstruc-tion)andasasecondlanguage(L2inschoolswithSloveneasmediumofinstruction)inthebilingualregionofSlovenianIstria,andasaforeignlanguage(FL)inthecentralandnorthernre-gionsofSlovenia.Objectives, teachingapproaches, teaching/learningmethods, didactic techniquesand levels of languageproficiencydescribedinthecurriculumfortheItalianlanguageteaching are based on the Common European FrameworkofReference for Languages: Learning, teaching, assessment(CEFR) of theCouncil of Europe (1996).As a rule, teachersandexpertscollaboratingintheItalianeducationalcurriculum,aremembersoftheItaliancommunity.

ThepresenceofItalianlanguagespeakers,i.e.membersoftheminority community, enables the pupils in Slovenian schoolsa first-hand usage of the language outside school. In school,thepupilsare introduced to the Italian language insequence,namely after the mother tongue; they start learning it as thecompulsory second language in the first period of primaryeducation and continue up to the finalmatura exam (bacca-laureate).Thuswe can talk about early learning of a secondlanguageanditsextensiveteaching.

The formal introduction to the second language takes placeprior to theprimary school education: children receivea yearof the second language teaching already in pre-schools.Thepre-schoolcurriculumprovideschildrenwithafirstcontactwiththesecond language inplayfulactivities,so that they learn torecognise it and to appropriate its basic lexical nucleus. It isextremely rare that childrenof fiveor six years old havehad


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nocontactwiththeSloveneorItalianlanguageasthesecondlanguagebeforetheyenterpre-schoolorprimaryschool.

ThebilingualeducationalmodelintheSloveniancoastwases-tablishedin1959.AccordingtotheCouncilofEuropelanguageproficiencylevelsCEFR,pupilsfinishingprimaryschoolsreachtheA2(Waystage)toB1(Threshold)level,whileattheendofhighersecondaryeducationstudentsreachtheB2(Vantage)orC1(EffectiveOperationalProficiency)level.

Italian as FL is taught in schools in the central and northernregionsofSloveniaas the secondor thirdFL.Pupils receiveItalianasFL learning in the third cycleof primary schools. Inhighersecondaryeducation it is taughtmostly inhighschoolsandvocationalschools.

The objective of teaching/learning Italian as FL is basicallythedevelopmentof the fourskillsat theprimaryschool level.Someaspectsof the Italiancultureare introducedaswell,sothatstudentsareabletocomparethetwocultures(SlovenianandItalian),toidentifythepeculiarities,thedifferences,andtodevelopculturalidentity.

In the western area of Slovenia, alongside the border withItaly(NovaGorica,Northernprimorskaregion), Italianholdsaparticular position as a neighbouring language.Although theeducationreceivedinschoolsisfacultativeasforeignlanguageeducation(inthethirdcycleofprimaryschoolsandinsecond-aryeducation),thepupilshaveconstantcontactswiththeItal-ian languageandculture throughdailyactivities (films,sportsactivities,massmedia,books,shopping,lifestyle).Infact,theylearnItalianevenbeforetheyenterprimaryschool.


Territory Ethnic affiliation of pupils

Medium of instruction (school)

Languages taught as subjects (by method applied)

Curriculum specifics

Slovenia(stateterritory)

Slovene,Romany2,Nativespeakersofotherlanguages3

SloveneSloveneasL1FLIandIIoptionalFLIII

Nationalcurriculum

EthnicallymixedregionofSlovenianIstria–Italiannationalcommunity

Italian,Slovene,Nativespeakersofotherlanguages

Italian

ItalianasL1SloveneasL2FLI(8/9years)andFLII(4years)inSecondary+optionalFLIII

NationalcurriculumadaptedandenrichedwithcontentsfromItalianhistory,geographyandculture

Slovene,Italian,Nativespeakersofotherlanguages

Slovene

SloveneasL1ItalianasL2FLI(8/9years)andFLII(4years)inSecondary+optionalFLIII

EthnicallymixedregionofPrekmurje–Hungariannationalcommunity

Hungarian,Slovene,Romany,Nativespeakersofotherlanguages

Bilingual:SloveneandHungarian

HungarianasL1andL2SloveneasL1andL2FLIandII(8/9andFLII(4years)inSecondary+optionalFLIII

NationalcurriculumadaptedandenrichedwithcontentsfromHungarianhistory,geographyandculture

Table 1: Distribution of languages used as medium of instruction and subjects in the Slovenian cur-riculum (Source: Nećak Lük, 2003).

administration Thenationalcurriculum foralleducational levelsofeducationis conceived, implemented and monitored at national level,excepthighereducation.Once thenational curriculum ispre-paredbyprofessionals, itmustbeapprovedby theStrokovnisvet za splošno izobraževanje (National Council for GeneralEducation)4andmonitoredbytheZavodrepublikeSlovenijezašolstvo(NationalEducationInstitute).Themunicipalitymonitorsthe standards of pre-school education.All educational institu-tions and all legal entities operating in the ethnically mixedregionsareobligedtooperateinbothofficiallanguagesbylaw.


18

inspection5 The Inšpektorat R Slovenija za šolstvo in sport (InspectorateforEducationandSport;hereafter: Inspectorate)6 ismanagedby the Chief Inspector. Inspectors perform supervision. Lawslimit their authority. They are not allowed to attend classeswithoutthepermissionoftheschool’sheadteacher.Whenitisnecessary toestablishorassessacertain factduring inspec-tion, educational experts are employed.Experts for individualeducationalfieldsareplacedonthelistofappointedexpertsbytherelevantStrokovnisvet(CouncilofExperts;therearesev-eralcouncils,e.g.ageneralone,forvocationaleducationandforhighereducation).Whenviolationsareidentified,inspectorsare authorised to initiate necessarymeasures and determinethedeadlineforcorrectingtheviolations.

Asfarashighereducationisconcerned,thejurisdictionoftheInspectorate is limited to thesupervisionofpre-enrolmentan-nouncementproceduresanddeadlines,makingsurethattheyareperformedincompliancewithlaw.Thescopeofinspectioninprivateeducationalinstitutionsismorelimitedthaninpublicinstitutions.Inprivateinstitutionsinspectorsonlychecktheor-ganisation,fundingandprovisionofstate-approvedcurricula.

support PedagogicalsupportandthedevelopmentofteachingmaterialsareinthedomainoftheNationalEducationInstitute,aswellashighereducationalinstitutions(i.e.facultiesofeducationandhu-manities)educatingteachersindifferentdisciplines.TeachersoftheItalianlanguagecanreceivetheireducationattheFilozofskafakulteta (Faculty of Arts) of the Univerza v Ljubljani (Univer-sityofLjubljana)andatFakultetazahumanističneštudijeKoper(FacultyofHumanitiesinKoper)oftheUniverzanaPrimorskem(UniversityofPrimorska).TheuseoftheItalianlanguageinedu-cationisconstantlyimprovedbynationalprojectsthatfollowtheCouncilofEuropestrategiesinlanguageeducation.

structure


19

2 Pre-school education

target group Pre-school education in Slovenia is organised in two agegroups:thefirstagegroupincludeschildrenbetweenoneandthreeyearsoldandthesecondagegroupincludeschildrenbe-tweenthreeandsixyearsold.Mixedagegroupsarecombinedgroupsofchildrenfrombothagegroups.

structure TheVzgojniprogramzavrtce (EducationalProgramme for theEducation and Care of Pre-School Children) contains detailedcontent and precise guidelines for its implementation coveringthe following education areas: physical and health education,intellectualeducation,musiceducation,arteducation,rhythmicalmovement education. Each specific activity is chronologicallydefined and the sequencing of the activities and tasks is alsodetermined.Priorto1999,aminutelyplannedlifeinpre-schoolinstitutionsofferedlittlepossibilityforamoreindividualapproachto thechildrenandalso failed to take intoaccount thevariousinterestsofchildren,theircapabilities,andbiorhythms.Theworkinpre-schoolinstitutionswasoftendictatedbythehealthandhy-gienicstandardsandpracticalrequirementsofthedailyroutine.

TheKurikulumzavrtce(NationalCurriculumforPre-SchoolIn-stitutions)wasapprovedinMarch1999bytheNationalCouncilforGeneralEducationoftheRepublicofSlovenia.Itwasintro-ducedgraduallyinthebeginningoftheschoolyear1999/2000.Sincetheschoolyear2001/2002,allchildreninpre-schoolin-stitutionshavebeeneducatedaccordingtothenewcurriculum.

Thecurriculum forpre-school institutionscontains, inadditionto theobjectivesandprinciplesof curricular renewal, alsosixareas of activities: movement, language, art, nature, society,andmathematics. In addition to these areas of activities, theglobal objectives and the objectives of an individual area ofactivities,examplesofactivities for individualagegroupsandtheroleoftheadultsaredefinedaswell.

Intheethnicallymixedregions,theprogrammelaststwoyearsbefore the child reaches school age and is conducted in thechild’smothertongueandinthelanguageoftheregion.


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Thenationalcurriculumforpre-schooleducationwasconceived,implementedandmonitoredat thenational level.After thepe-riod ofmonitoring theNational Education Institute of Slovenialaunchedin2002anewprojectonlanguageuseandmethodsof L1andL2acquisition. It referred to themodifications intro-duced in thecurriculum(Ministrstvozašolstvo inšport,2002).Theprojecthasgiven topre-schooleducators somebasis formodernisationofearly languagelearningbutafterthepilot thefollowingphasewasnotconceived.

legislation Pre-schooleducationisregulatedbytwoactsadoptedinFebru-ary1996:TheOrganisationandFinancingofEducationActandtheZakonovrtcih (Pre-School InstitutionsAct).Article3of theOrganisationandFinancingofEducationActstipulatestheuseoftheteachinglanguage.ThusallareasinhabitedbySlovenianpopulation and members of the Italian community, which aredefinedasethnicallymixedregions,mustestablishpre-schoolswith Italianasmediumof instructionaswell.TheOrganisationandFinancingofEducationActalsoregulatestheconditionsforthe implementation and specifies the method of managementandfinancingofeducationandtraininginallareasofeducation.

ThePre-SchoolInstitutionsActregulatespre-schooleducationconducted by public and private pre-school institutions (tasksof pre-school institutions, objectives and principles, types ofprogrammes in pre-school institutions, financing, terms andconditions for employment of instructional and professionalsupportstaff,workobligationsofpre-schoolteachersandpre-schoolteacherassistants,collectionandprotectionofpersonalinformationinpre-schoolinstitutions,etc.).

Thenewlegislationatpre-primarylevelhasintroducedseveralsystemicchanges:- Parentsandchildrencanchoosebetweenapublicandapri-

vatepre-schoolinstitutionandbetweenvariousprogrammes;- Reducednumberofchildreninagroupandreducednumber

ofchildrenperprofessional;- Improvedorganisationofspaceinpre-schoolinstitutions;- Increasedlevelofeducationofpre-schoolteachersandpre-

schoolteacherassistants;


21

- Increasedlevelofeducationofmanagingstaffinpre-schoolinstitutions;

- Apre-schoolinstitutioncanalsoofferdifferentprogrammes.

The Organisation and Financing of Education Act envisagesa reduction of the number of children per class by the year2003/2004,whentheentiregenerationofsixyearsoldchildrenshould have been enrolled in nine-year primary education.Thus the children between one and three years old shouldnumberamaximumoftwelvechildrenperclassandthegroupsof childrenbetween threeandsixyearsoldshouldnumberamaximumoftwenty-twochildrenperclass.Inclassesofthefirstagegroup,twoprofessionalsmustbepresentatleastsixhoursdaily,andinclassesofthesecondagegrouptwoprofessionalsmustbepresentatleastfourhoursdaily.

language use InSlovenianIstriatheItalianlanguageistaughtasthesecondlanguage in Slovenian pre-school institutions at the age offiveandthesameisthecaseforItalianpre-schoolinstitutionswheretheSlovenelanguageistaughtasthesecondlanguage.

teaching The materials used by Italian pre-schools in Slovenia andCroatia are partly published by Edizioni Italiane (EDIT), apublishing house in Croatia, whose operation is co-financedbySlovenia.The teachingmaterial at thepre-primary level isusuallypublishedinItaly.

statistics

School year 2011/2012Municipality Pre-school NumberofGroups ChildrenKoper DelfinoBluKoper 10 200Izola L’Aquilone 3 126Piran LaCoccinellaPiran 6 127

Total 19 453

Table 2: Pre-schools using Italian as medium of instruction in the bilingual region of Slovenian Istria (Source: National Education Institute, unpublished data).

material


22

3 Primary education

target group Childrenreachingtheageofsixyearsoldareeligibleforenrol-ment in thefirst classofnine-yearprimaryeducation.On theproposalofparents,medicalservicesorthecommissionfortheplacementofchildrenwithspecialneeds,theenrolmentcanbepostponedforayear.

Primaryeducationisfree.Parentspaynotuitionfees.Theydo,however, bear the costs of textbooks and learningmaterials.Thestatehasfacilitatedtheestablishmentoftextbookholdings:pupilscanborrowtextbooksandpayafeenotexceedingonethirdofthetextbookprice.

Asarule,childrenenrolinschoolslocatedintheschooldistrictof their residence. The school is obliged to enrol all childrenfromitsschooldistrict.Thelawprovidesforapossibilityofen-rollinginaschoolinanotherschooldistrictifthatschoolagreestoadmitthechild.

structure In Slovenian primary schools, teaching is structured by dis-ciplines (languages, maths, natural and environmental con-tents, arts, etc.). Various forms of cross-curricular teachingcanbefoundinpractice.Oneofsuchformsattheclasslevelis integrated learning.Projectwork is alsogaining in impor-tance. Cross-curricular teaching is typical for activity daysorganisedbyschoolsinallgradesaspartofthecompulsoryprogramme.

Inadditiontotraditional teachingmethods,work iscarriedoutinsmallgroupsandinpairs.Inthepasttenyears,newteach-ingmodels have been implemented and evaluatedwithin theframework of numerous projects. The SOROS programme isquite common, and some schools use theWambachmethod(Wambach&Krnić,1990).

Primaryschoolsarefairlywellequippedwithmodernteachingtechnology.TheMinistryofEducationandSporthassystemati-callyinvestedinthedevelopmentofcomputersupportedlearn-inginrecentyears.Thereispracticallynoprimaryschoolwith-outacomputerclassroom.Manyhaveinstalledsmallcomputer


23

laboratoriesinschoollibrariesandmultimediaequipmentinatleastoneclassroom.

In1996,anewPrimarySchoolActwasadopted.Itprovidesforanine-yearprimaryeducation,whichiscompulsory.Thefoun-dations for thisnewcurriculumweresetwith thewhitepaperon education (Krek, 1995).The new reviewed version of thisdocumentwaspublishedin2011(Krek,2011).

ThePrimarySchoolAct defines several aims to be achievedwiththereformofprimaryeducation.Themostimportantare:toincreaseautonomyandprofessional accountability of schoolsandteachers,tostrengthentheactiveroleofpupils,tofosterabalancedphysicalandpsychologicaldevelopmentof individu-als(oftheircognitive,emotional,social,andothercharacteris-tics),topreparepupilsforhighqualityof life, life-longlearningand employment, to develop pupils’ capacity for independentcreativeandcritical reflectionand judgement, to train themtofaceandsolveproblems,toimprovetheintegrationofinterdis-ciplinaryknowledge, to implementdiverseformsandmethodsof work, to achieve internationally comparable standards andlevelsof knowledge,and toprovidesuitablematerial andhu-manresourcesforcarryingoutthecurricula.

An importantnewfeature introducedby thenine-yearprimaryeducationispupils’enrolmentattheageofsixinsteadofsevenyears old. Curriculum developers paid attention to children’sageatenteringschool,thereforethefirstgradesyllabiarede-signed insuchaway thatchildrenarenotoverburdenedandthat play can be used as amethod of work. In classes withmorethanfifteenpupils,teachingissharedbyateacherandapre-schoolteacher.

Primaryeducationisdividedintothreecycles,eachconsistingofthreegrades.

Thefirstcycleischaracterisedbythedescriptiveassessmentofpupilsandthefactthattheyusuallyhavethesameteacherinall threegrades.Recentlytheintroductionofforeignlanguageinsecondgradeisproposedasapilotprojectinsomeschools.

Inthesecondcycle,assessmentsaredescriptiveandnumerical


24

during the school year, and only numerical at the end of it.Fourthgradersbegintolearnafirstforeignlanguage.Theformsofflexibledifferentiationaregraduallyintroduced.Schoolscanapply them in teaching themother tongue, foreign languagesand mathematics. A certain number of periods (which is notto exceed one fourth of the annual quota of periods for thesubject involved) in one, two or three subjects are not takenwiththerestoftheclass.Instead,pupilsformalearninggroupthatmatches theirabilitiesand interests.Theycan transfer toanothergroupanytimeduringtheyear.

Inthethirdcycle,marksareonlynumerical.Inadditiontocom-pulsorysubjects,pupils choose threeof theofferedelectives,of which twomust be in social sciences and humanities andoneinscienceandtechnologyorviceversa.Schoolshavetheobligationtoofferasecondforeignlanguage,religiouseduca-tion, civic education and ethics as optional subjects. Flexibledifferentiationispractiseduptotheseventhgrade.Intheeighthandninthgrades,partialexternaldifferentiationiscarriedoutinteaching themother tongue, foreign languageandmathemat-ics.Thesethreesubjectsaretaughtinlearninggroupsmatch-ingpupils’abilitiesandinterests.Afterconsultingtheirteachers,schoolcounsellorsandparents,pupilsselectoneof thethreelevelsofdifficultyforeachofthementionedsubjects.

Theysuccessfullycompleteprimaryschooliftheyobtainpass-inggradesinallninth-gradesubjects.

InSlovenianIstriatheItalianlanguageistaughtcompulsoryastheL2 inprimaryschoolswithSloveneasmediumof instruc-tion (and vice-versa Slovene as L2 in schoolswith Italian asmediumofinstruction)fromthefirstgradeforward.

ThetablesbelowindicatethenumberofhoursofItalianinSlov-eniaasL1,L2orFL.


25

Primary educationLanguagestatus firstcycle secondcycle thirdcycle

Compulsorysubject:L1677

555

43.54.5

Table 3: Number of hours of Italian as L1 in the bilingual region of Slovenian Istria (Source: National Curricular Council, 1996).


Compulsorysubject:L2222

222

222

Table 4: Number of hours of Italian as L2 in the bilingual region of Slovenian Istria (Source: National Curricular Council, 1996).


FacultativesubjectLF

222

Table 5: Number of hours of Italian as FL in the bilingual region of Slovenian Istria (Source: National Curricular Council, 1996).

legislation ThePrimarySchoolAct(1996)determinesgeneraleducationalaims,regulatestherighttochoosebetweenpublicandprivateschools or home schooling, defines the compulsory and ex-tended programme and organisation in primary schools, setsforththemannerandrulesconcerningenrolment,pupils’rights,duties,basic rulesconcerning theassessment,gradingofpu-pilsandtheirprogresstoahighergrade,awardingcertificates.Italsostipulatesthebasicrulesonhomeschoolingandbasiceducationofadults.Theactenablesmainstreamingofchildrenwithspecialneeds.

Allschoolsstartedwiththenewfirstgradecurriculumforchil-drenofsixyearsoldin2003/2004;inthesameyear,allchildreneligible toattend thesixthgrade in theoldeight-yearprimaryschoolsystemweretaughttheseventhgradecurriculumofthenewnine-yearprimaryeducation.


26

language use In areas with the Italian minority, there are primary schoolswith Italianasmediumof instructionandSloveneascompul-sorysubjectandothersthatprovideinstructioninSloveneandItalian as compulsory subject.Theweekly number of periodsin schools of those areas is slightly higher than elsewhere,because pupils are taught an additional subject, the secondlanguage.

Theuseof the Italian language ineducation isconstantly im-proved by national projects that follow theCouncil of Europestrategiesinlanguageeducation.

In thepast tenyears inSloveniaearly languageteachinghasbecomewell established inprimary schools.According to thenew nine-year primary education curriculum, pupils begin tolearnthefirstforeignlanguageinthefourthgrade(nineyearsold) of all primary schools. English is taught inmost primaryschools. In some schools, especially those near theAustrianborder,pupilscanchoosebetweenEnglishandGerman. Ital-ianisalsoquitecommon,lastlyalsoFrenchisofferedinmorethansixtyprimaryschools.Foreignlanguagesareoftentaughtaselectivesinprimaryschools.IfEnglishistaughtasthefirstforeign language, German is offered as the second foreignlanguage and vice versa in the seventh grade of nine-gradeschool. In Slovenian Istria the second language (Italian inSlovenianschools,andSloveneinItalianschools)andthefirstforeignlanguagearetaught.

Followingthedataofthetargetorientedresearchproject“Theefficiencyofbilingualeducationmodelsinethnicallymixedare-as–achallengeandadvantageforaEuropeoflanguagesandculture”, conductedbetween2006and2008 (Čok,2009), theresearchersfoundoutthattheeducationmodelforthedevelop-mentofmultilingualisminprimaryschoolinSlovenianIstriahassofarfailedtoachievetheintendedresults.Takingintoaccounttheresearchdata,decreaseininterest,andconsequentlyalsothelevelofsuccess,inItalianasL2whencomparedtoEnglishasFL,aswellasachievementsinItalianasL2whencompared


27

toSloveneasL2,orevenHungarianasL2inSlovenia,itcanbeconcludedthattheultimateobjective(attainingbilingualismin themajorityof thepopulation)hasonlybeenpartiallymet.Thoroughanalysisoftheprimaryschoolcurriculumimplemen-tationinethnicallymixedregionsofSlovenianIstriaisneededinordertoevaluatetheeffectivenessofthemodel.

teaching Teachers mostly use books and manuals published by Slov-enianeditors, Italianpublishinghouses,aswellasbyEDIT.Aconsiderablepartof thematerials ispreparedbytheteachersthemselves.

Pedagogicalsupportand thedevelopmentof teachingmateri-alsareinthedomainoftheNationalEducationInstitute,aswellashighereducationalinstitutions(i.e.facultiesofeducationandhumanities)educatingteachersindifferentdisciplines.

Examplesof publicationsofEDITare:Tijan (n.d.),DeZanetal. (2010), Janda-Abbaci et al. (2007), Bendelja et al. (n.d.),Košćec&DevernayCimić (n.d.),Cerovski (2008),Bošnjaketal.(n.d.)andDžapoetal.(n.d.).

Examplesofpublicationsof theNationalEducationInstituteare:Mulecetal.(2011),Križmanetal.(2009)andBeznecetal.(2005).

statistics

School year 2011/2012Municipality Primary-school Groups PupilsKoper PierPaoloVergerioilVecchioKoper 22 210Izola DanteAlighieri 9 93Piran VincenzoeDiegodeCastroPiran 13 105

Total 44 408

Table 6: Primary schools using Italian as medium of instruction in the bilingual region of Slovenian Istria (Source: National Education Institute, unpublished data).

material


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In the bilingual region of Slovenian Istria, Italian as L2 is acompulsorypartof theeducationalprogrammes in17primaryschools(5,767studentsin2001/2002).

Intheschoolyear2001/2002,therewere1,069pupils(16pri-maryschools)receivingItalianasFLinprimaryschoolsoutsidethebilingualregionsofSlovenianIstria(ZudičAntonič,2002).


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4 Secondary education

target group Anybody who has successfully completed primary educationcanenrolinsecondaryeducation.Educationisorganisedinonecycleonly.Whenenrolling,studentsarenormallyfifteenyearsold.Thestudentsinaparticularclassarethusofthesameage.Asarule,oneteacherteachesasubjecttothesamegroupofstudentsforseveralyears.Inoneclassthereare,asarule,thir-ty-twostudents,andonlywithspecialpermissionoftheMinistryofEducationandSportalsothirty-threeorthirty-fourstudents.

Iftherearemorecandidatesforanindividualschoolthantherearefreeplacesavailable,theschoolscarryoutselectionproce-dureson thebasisofspecialcriteria:schoolmarks inmothertongue,mathematics, foreign language, generalmarks in thelastfouryearsofprimaryeducation,resultsfromaspecialtest-ing of knowledge in primary education inmother tongue andmathematics,andresultsfromspecialnationalcompetitionsinmother tongue, mathematics, physics, chemistry, foreign lan-guagesandhistory.

structure The secondary education system consists of general, voca-tional and technical (professional) education. Vocational andtechnicaleducationaredescribedinthefifthchapteronvoca-tionaleducation.

According to the Secondary Education Act (1996) there aretwo types of general secondary education: splošne gimnazije(generalsecondaryschools)andstrokovne gimnazije(second-aryschoolswithspecialisation).Partofthegeneralsecondaryschools is also an one-year course with final exams. Theseprogrammes are established as a preparation for academichighereducation.Theone-yearcourseensuresthegraduatesfrom four-year technical programmesor three-year vocationalprogrammestopreparefortheexamination.

Partof theprogrammesofgeneral secondaryschools isalsoklasična gimnazija (classicgrammarschool), the InternationalBaccalaureate programme, and programmes of the privateCatholicschools.


In secondary education in Slovenian Istria, Italian as FL istaught in almost every school. Students who did not learnItalian prior to secondary education learn Italian at the lowerlevels(A1–A2).LearningItalianattheprimarylevelandatthesecondarylevelisfollowedwiththechoiceofItalianatthefinalmaturaexam.Onaverage,studentsinprimaryeducationreachtheA2(Waystage)toB1(Threshold)proficiencylevel,second-aryschoolgraduatesmayevenreachtheB2(Vantage)level.

ThetablesbelowindicatethenumberofhoursofItalianasL1,L2orFLinSlovenia.

Secondary education

Programme Languagestatus Year1 Year2 Year3 Year4 Totalteaching

hours

Secondaryschool(generalandspecialisation)

L1 4 4 3 3 490

Vocationalschool L1 3 4 4 - 385Classicgrammarschool L1 4 4 4 4 560

Table 7: Number of hours of Italian as L1 in the bilingual region of Slovenian Istria (Source: Na-tional Curricular Council, 1996).

Secondary education


hours


L2 2 2 3 3 350

Vocationalschool L2 3 3 3 3 420Table 8: Number of hours of Italian as L2 in the bilingual region of Slovenian Istria (Source: Na-tional Curricular Council, 1996).


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Secondary education


hours


FL2FL3FL3

3-2

332

332

332

420315280

Vocationalschool FL2 3 3 3 3 420Classicgrammarschool FL3 - - 4 4 280

Table 9: Number of hours of Italian as FL in Slovenia (Source: National Curricular Council, 1996).

legislation TheSecondaryEducationAct (1996 and 2007) regulates thegeneralsecondaryeducationthatgivesnon-vocationalortech-nicaleducationandpreparesstudents forstudyat theuniver-sitylevel.

language use Inareaswith the Italianminority, therearesecondaryschoolswith Italian as medium of instruction and others that provideinstructioninSlovene.InschoolswithItalianasmediumofin-struction,studentsareobligedtolearnSloveneastheirsecondlanguage (L2); inschoolswithSloveneasmediumof instruc-tion,Italianisoneofthecompulsorysubjects.

teaching Teachers of Italian schools mostly use books and manualspublishedbySlovenianeditors,publishedbyItalianpublishinghouses,aswellasbyEDIT.Aconsiderablepartofthematerialsispreparedbytheteachersthemselves.

ExamplesofpublicationsofEDITare:Dakić(n.d.)andŠverko(2009).

Examples of publications of the National Education Instituteare:Bukovecetal.(2008)andBarleetal.(2006).

material


32

statistics

School year 2011/2012Municipality Secondaryschool Groups PupilsKoper GianRinaldoCarli 4 44Piran AntoniaSema 4 40Total 8 84

Table 10: Secondary schools with Italian as medium of instruction in the bilingual region of Slovenian Istria (Source: National Education Institute, unpublished data).

In the school year 2001/2002, in the bilingual region ofSlov-enian Istria, Italian as L2 is a compulsory part of the educa-tionalprogrammesin7secondaryschools(generalsecondaryschools,technicalandcommercialvocationaltrainingschools,and hotel, nautical andmedical schools) with 2,778 students(ZudičAntonič,2002).

Intheschoolyear2001/2002,therewere7,240studentslearn-ingItalianasFLin44secondaryschoolsoutsidethebilingualregionofSlovenianIstria(ZudičAntonič,2002).


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5 Vocational education

target group Anybody who has successfully finished primary education orat least seven classes of primary education can enrol in vo-cational schools.Admission is alsopossible for studentswhohavefinishedprimaryeducationforchildrenwithspecialneeds.Theeducationprogrammecandeterminespecialpsychophysi-calabilities;iftheyarenecessaryforsuccessfuleducationandpracticalworkinparticularactivitiesorbranches.

When enrolling, students are normally fifteen years old. Butparticipation invocationaleducation ispossibleup to theageoftwenty-fiveyearsold.

Short-term vocational education is organised in classes fol-lowing special standards. In individual classes the maximumnumberofstudentsistwenty-five,theminimumtwenty.Ifthereis a student with special needs integrated into the class, themaximumnumberistwenty,iftherearetwostudentswithspe-cialneedseighteen,and if thereare threesuchstudents, themaximumnumberisfifteen.

During practical work in a school workshop, students are di-videdintogroupswithamaximumoftenstudents.

structure Vocational and technical secondary education in Sloveniaincludes:- Short-termvocationaleducationthatusuallylaststwoand

halfyears- Secondaryvocationaleducation thatasa rule lasts three

years- Secondary technical (professional) education that usually

lastsfouryears

Theseprogrammesprepareforentrancetothelabourmarketorfurthereducationinvocationalcollegesoraprofessionallyorient-edhighereducation.After successfully completing theone-yearvocationalcourse,graduates fromsecondaryeducationcanob-tainappropriatevocationaleducationtoenterthelabourmarket.


34

Thecurriculumfortheaforementionedlevelsofthevocationalqualification has to be harmonised with the common goals,which were determined by the Council of Experts of the Re-publicofSloveniaforVocationalandTechnicalEducation.TheCouncildetermined that theprincipleofcomplexityof lessonsand relevance of knowledge has priority over the principle ofsystematic and scientific foundation. Knowledge from naturalsciencesubjects is integrated intoprofessionalsubjects; inalllearning objectives there is an emphasis on practical knowl-edge,whichisrelevantforlifeandprofessionallyuseful.Syllabiforgeneralsubjectsandsubjectsofspecialisationarebasedoninductiveandfunctionalapproachinselectionofknowledge.

legislation TheVocational andTechnical EducationAct (1996) regulatesvocational and technical secondary education (and post-sec-ondary vocational education), and prepares apprentices andstudents for occupation and entrance to the labour market.TherearenospecialregulationsregardingvocationaleducationintheItalianlanguage.

language use Inareaswith the Italianminority, therearegeneralsecondaryschools inKoper/Capodistria andPiran/Piranoandonevoca-tionalschoolinIzola/IsolawithItalianasmediumofinstructionandothersthatprovideinstructioninSlovene.

teaching Teachers mostly use books and manuals published by Slov-enianeditors,publishedbyItalianpublishinghouses,aswellasbyEDIT.Aconsiderablepartofthematerialsispreparedbytheteachersthemselves.

statistics

School year 2011/2012Municipality Secondaryschool Groups PupilsIzola HigherandvocationalschoolPietroCoppo 18 60Total 18 60

Table 11: Vocational secondary school with Italian as a medium of instruction in the bilin-gual region of Slovenian Istria (Source: National Education Institute, unpublished data).

material


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6 Higher education

structure Secondaryschoolgraduatesfromethnicallymixedregionscancontinue theireducationonhigheroruniversity leveleither inSlovenia, Italy or Hungary. In Slovenia, Italian language andliterature is offeredas a studyprogrammeat theOddelek zaromanskejezikeinknjiževnosti(DepartmentforRomanceLan-guagesandLiterature)of theFacultyofArtsof theUniversityof Ljubljana. The department has a strong tradition in Italianlanguage and literature studies; it enrols about two hundredstudentsperyear.

Asanewlyestablishedpublicuniversity,UniversityofPrimorskaistheonlyuniversityinSloveniatohaveaEuropeanorientationfromtheverybeginning.Theuniversitywasfoundedin2003bytheParliamentDecree:OdlokoustanovitviUniverzenaPrimor-skem (Decreeonestablishing theUniversity ofPrimorska).Byfoundinganewuniversity,thestatesetupacentreofknowledgein its western border area, thus facilitating the transmission ofknowledge from the youngSlovenian state to Europe and therestoftheworld.TwobasicactivitiesundertakenbyallcurrentorfutureUniversityofPrimorskaundergraduates(inparticularnon-philological students) regardless of their study programme areaimed at mastering several foreign languages and developingbetterknowledgeofthemothertongue(i.e.Slovene).

At theUniversityofPrimorska, the Italian language isastudydiscipline at two levels: bachelor and master degree. Italianis taughtalsoasaL2orasa language for special purposes(LSP).AttheCenterzajezikeUniverzenaPrimorskem(Centrefor Languages of theUniversity of Primorska), established in2005,theItalianlanguageandsixotherlanguagesareofferedtoallstudentsoftheuniversity.

legislation TheZakonovisokemšolstvu (HigherEducationAct)of2006regulateshighereducationinSlovenia.ParliamentarydecreesregulatethepublicuniversitiesUniversityofLjubljanaandUni-verzavMariboru(UniversityofMaribor)in2000,andUniversityofPrimorskain2003.


36

language use Slovene is the language of education, only philology coursesare taught in foreign languages. The University of Ljubljana,FacultyofArts,andtheUniversityofPrimorska,FacultyofHu-manities,areofferingstudiesofItalianlanguageandliterature.At the University of Primorska, Faculty of Education, somecoursesandworkshopsforteachersatItalianschoolsaregiveninItalian.Withinthecurriculumofprimaryschoolteachers,themoduleofearlyItalianlanguageteachingisofferedoptionally.

teacher InSlovenia, languageteachersmustbegraduatesfromafour-year teacher training degree course. Teacher training coursesareprovidedattheFacultyofArtsoftheUniversityofLjubljanaandtheFacultiesofEducationoftheUniversityofLjubljana,Uni-versityofMariborandUniversityofPrimorska.Teachersof theItalianlanguagecanreceivetheireducationattheFacultyofArtsof theUniversity of Ljubljana (four-year graduate courses) andtheFacultyofEducationinKoper(four-yearcourse).FacultyofArtsgraduatesareformallyequippedtoteachItalianatalllevels.

primary training Intheframeworkofthecurricularreform,agreatneedforap-

propriatelyeducated foreign language teachers in thesecondcycle of primary school was indicated. Part of the solutionsare newly established programmes for education of teachersofclass-basedinstructionsinthefieldofEnglish,GermanandItalianlanguageteachinginthesecondcycleofprimaryschool.ThereforetheFacultyofEducationoftheUniversityofPrimor-skaprovidesaperfectingcoursedesignedforprimaryteacherswhoareequippedtoteachItalianasL2inallareasofthepri-marycurriculumforthefirstandsecondcycle.Thestructureoftheprogrammeisasfollows:- Modern Italian language (morphology, syntax, phonetics

andphonology,pragmaticsandvocabulary):525hours;- Overview of the Italian literature and children’s literature:

90hours;- DidacticsoftheItalianearlylanguageteaching:135hours.

training


37

Bytheendofthecourse,thestudentwiththemasterdegreeinPrimaryGradeTeachingbecomesateacherwithanadditionalcertificate(license)forsecondlanguageteachinginthesecondcycleofprimaryschools. Italianlanguageteachersreceiveanadditional statement issued by theMinistry of Education andSport stating that the licenseapplies also to the first cycle inprimaryschoolsinthebilingualregionofSlovenianIstria.

in-service training TheNational Education Institute is the largest provider of in-

service teacher training in Slovenia. Supported by universityand research institute experts, the National Education Insti-tute’spedagogicalconsultantsoperateinindividualdisciplines.Theconsultants for Italian teachingprovide forpermanent in-service trainingof Italian teachersatall levels.Theyorganiserefreshercourses,seminars,meetingswithSlovenianandItal-ianexpertsonlinguisticsandintroduceapproachesandteach-ingtechniquescongruenttonewcurriculumprogrammes.

Refreshercoursesandseminarsareplannedannuallybyex-pertsandbyteachersfromtheFacultyofArtsoftheUniversityofLjubljana,mostlyinliteratureandgrammar.TheyareeditedinacataloguepublishedbytheMinistryofEducationandSportand in part financed by the public source. Catalogues aredistributedinschoolspriortothebeginningoftheschoolyearso that teachersplan inadvancewhich formsof training theywouldliketoattend.Asarule,eachteacherhasfivedays(perschool year) at his/her disposal to spend in professional re-freshercourses.AlthoughrefreshercoursesarenotcompulsoryandtakeplaceonSaturdaysorholidays,themajorityofteach-ersattendcoursesregularly.

Experts from Italyareoftencalled in toparticipate incoursesfor Italian language teachers, from the Università per Strani-eri di Perugia (University for Foreigners Perugia), Universitàper Stranieri di Siena (University for Foreigners of Siena),Università degli Studi di Roma “La Sapienza” (University ofRome),Office forBilingualismandForeign Languages of the


38

Autonomous Province of Bolzano, Istituto IARD RPS (IARD)inMilan, andDivulgazione Lingua Italiana (DI.L.IT.) inRome.TheMinisterodegliAffariEsteri (MinistryofForeignAffairs)ofthe Italian government offers five teachers (working abroad)thepossibilitytoattendarefreshercourseattheUniversityforForeignersPerugiaorUniversityforForeignersofSiena.

InSlovenia,theUnioneItaliana(ItalianUnion)inSlovenianIs-triahastakentheinitiativetocherishthecontactsbetweentheItaliancommunity living in Istriaand theirhomeland.Togetherwith theexpertsof theNationalEducationInstitute, theItalianUnion facilitates exchanges and co-operation in the fields ofculture,schooling,andeducation. Italsocollaborateswith theConsolatoGenerale d’Italia aCapodistria (ConsulateGeneralof Italy inKoper),whichrepresentstheMinistryofForeignAf-fairsoftheItaliangovernment,withtheUniversitàPopolarediTrieste (Adult Education Institute of Trieste), and lately alsowith the Istituto ItalianodiCultura (ItalianCultural Institute) inSlovenia.The jointlyorganisedseminarsusuallyreceivegoodmarkswhentheparticipantsevaluatetheircontents,methodofwork,andorganisation.

Thefollowingseminarsareorganised:- Training of teachers employed in schools with Italian as

mediumof instruction (Italianas themother tongue).Theorganisersplanthecoursesinaccordancewiththeannualplan of work. The traditional one-week course of Italianlanguage and culture is held twice a year: inOctober inPortorož,Slovenia,and inJuly in Italy.The teachersalsoattend fairly short training courses organised during theschoolyearbytheNationalEducationInstitute.

- TrainingofteachersoftheItalianlanguageinschoolswithSlovene as medium of instruction. This training is alsoorganised for teachers of Italian as a second (foreign)language. The courses (course in early Italian languageteaching:IARD;coursesorganisedduringtheweekoftheItalian language and culture) testify to good co-operationbetweenSlovenianandItalianinstitutions.


39

Eachyear,theMinistryofForeignAffairsoftheItaliangovern-ment awards a certain number of grants for studying in Italy.Students can submit their applications on condition that theyhave finished a secondary school with Italian as medium ofinstruction.

statistics Nodataavailable.


40

7 Adult education

structure and Adulteducationpresentsacomplexandoutstretchedfield in-cludingformalisedandverystructuredformsofadulteducationleading to certificatesanddegrees, aswell as non-structuredand non-formal forms in which adults enrol because of theirwish toacquire variousanddifferent knowledge for their per-sonalandprofessionalgrowthanddevelopment.Thiscomplex-ityanddispersionoftheadulteducationfieldismirroredinthevaried network of educational institutions dealing with adulteducation,aswellasinvarioustypesandformsofeducationalprogrammesinwhichadultsparticipate.

In principle it is possible to divide providers and institutionalbearersofadulteducationintothreegroups.

Thefirstgroupisrepresentedbyinstitutionsfortheeducationofadults;theexampleofsuchinstitutionsarethesocalled“ljudskeuniverze”.Theseareorganisationswherethemainactivityistheeducation of adults (the following programmes are carried outto a greater extent: basic adult education, foreign languages,computer programmes, programmes on improving the skills ofpeopleemployedinlegal,financialandmanagerialtopics).

Thesecondgroupisformedbyorganisationsfortheeducationofadultsandyouth.Theirmainactivityistheeducationoftheyouth, but they also organise and offer programmes of adulteducation.Sucheducation isalsocarriedout,on thebasisofconcession,bysomeprivateeducationalinstitutions.

Thethirdgroupoforganisationsisextremelywideanddiversi-fied and also provides the education of adults, and could bedefined as “other organisations” offering education for adults,withtheirbasicactivitybeingnotadulteducation.

Private educational organisations (mainly second and thirdgroup)aretheyoungestasregardstheorigin.Atthebeginning,theywereallmoreorlessinvolvedinlanguageeducationandinprogrammesofprofessionalimprovement(computerandITedu-cationandtraining,financialmanagement,etc.).Lateron,quitealotoftheseorganisationsenlargedtheiroffersothatnowthey

language courses


41

offeravarietyofpossibilitiesofdifferenteducationalprogrammesaswellasformsofeducation.Theycarryoutgeneralnon-formaleducationaswellastheformalonethatleadstoqualifications.

In areas with the Italian minority there are courses in Italianlanguage,mostlyorganisedbytheAdultEducationInstituteofTrieste.Theyareoffered to teachers frompre-primary tosec-ondarylevelasin-servicetraining.

In the framework of curricular renovation of adult educationprogrammes,therenovationoflanguageprogrammesbeganin1998.Basedon theanalysisofexistingpubliclyacknowledgedadulteducationalprogrammesforforeignlanguagesandonthesurvey of the performers of these programmes (Svetlik, 2001;Medvešetal.,2000),theCurricularCommissionforPublicPro-grammesforAdultEducationmentionedinarticle7oftheZakonoizobraževanjuodraslih(AdultEducationAct,1996;amendedin2006),whichoperatedattheRegionalCurricularCommissionforAdultEducationofregionalunitsoftheNationalEducationInsti-tute,decidedtorenovatetheprogrammesforEnglish,German,French and Italian. Based on national and international docu-ments,guidelinesanddirectives(e.g.Resolucijaonacionalnemprogramu izobraževanja odraslih v Republiki Sloveniji do leta2010;ResolutionontheNationalAdultEducationProgrammeintheRepublicofSloveniain2010),workgroups,whichinvolvetheexpertsoftheFacultyofArts,UniversityofLjubljanaoftheSlov-enianInstituteforAdultEducation,andprivatelanguageschoolsprepareneworrenovatededucationalprogrammesforEnglish,German,FrenchandItalian.

language use Courses foradultsaregiven inSlovene;courses in Italian lan-guage are organised at the vocational schoolPietroCoppo ororganisedattheself-governmentofficesoftheItaliannationality.

statistics Data regarding the number, hours, and attendees of publiclyacknowledgedprogrammes in general, andof Italian coursesspecifically,intheyear2000/2001.


42

Numberoflanguageprogrammes

Totalnumberofteachinghours

Enrolledattendees

Attendees,whosuccessfullycompletedtheprogrammes

MaleFemale

Italian 227 14,673 1,908 1,832 6711,161

Totalofpubliclyacknowledgedprogrammes

1,780 124,203 13,743 13,040 5,3717,669

Table 12: Public language Programmes for Adults in 2000/2001 (Source: Statistical Office of the Republic of Slovenia, unpublished data).

TheDržavniizpitnicenter(NationalExaminationsCentre)start-edtoimplementexternalknowledgeexaminationsinlanguageswithatestexamdateinApril2001andafirstexamdateinJune2001.Since then,765candidates took theexamsduringnineexamdates.

Educationalorganisations,whichdealwithadultlanguageedu-cation (according to the latestdataof theStatističniuradRe-publikeSlovenije(StatisticalOfficeoftheRepublicofSlovenia),therearealreadyninety-nineofsuchorganisations)andotherorganisations,which are enrolled in the register of theMinis-tryofEducationandSport, offer anumberof other languageeducationprogrammes.Thisincludesprogrammesforallotherlanguages,andprogrammes,whichdonotincludeonlygenerallanguage,butarespecialised–adjustedtoanindividualtargetgroups (e.g. people from different professions, and businessandnon-businessbranches),differentneeds(e.g.preparationsfor exams, courses for strengthening of subject knowledge)anddifferentlanguagefunctions(e.g.coursesintendedonlyforconversation).

The table below displays statistical data available regardingtheseprogrammesingeneral,specifiedforItalian:


43



Enrolledattendees


MaleFemale

Italian 202 11,598 1,521 1,246 573673

Programmes,whicharenotpubliclyacknowledged

2,455 172,038 18,934 15,813 6,8538,960

Table 13: Adult language education programmes, that are not publicly acknowledged, specifiedfor Italian in 2000/2001 (Source: Statistical Office of the Republic of Slovenia, unpublished data).


44

8 Educational research

At the suggestion of schools, professional institutions, highereducation institutions and research organisations theMinistryofEducationandSportchoosesaschool foranexperimentalintroductionofan innovation.TheNationalEducation Institutemonitorstheimplementationofpilotprojects.

There are many forms for the planned introduction of earlyforeign language teaching.Someprojectsmonitoringpracticeonthenationallevelhavebeencompleted,althoughpracticeiscontinuedthroughthemechanismofoptionalclasses.Thefol-lowingprojectshad thegreatest impacton language teachingpractice,includingtheItalianlanguage:- TheEarlyForeignLanguageTeachinginNurserySchools

projectstartedin1998,followedin2009.- The project “Foreign Language at Primary Level”

(1990/1991-1996) covered 20% of primary schools thathad introduced teachingofa first foreign language (Eng-lishandGerman)ingradesthreeandfour.Thepracticeofearlyforeignlanguageteachinginprimaryschoolsisalsocontinuedinschoolsnotincludedintheproject.

- Theproject “BilingualModels inPrimarySchools” isalsounderwayaspartofthereformandestablishmentofadapt-edschoolsystemmodelsinbilingualregions.ThebilingualregionsbeingSlovenianIstriaandPrekmurje,dealingwithItalianandHungarianasmediumofinstruction.

- Sloveniawas involved in a pilot project of theCouncil ofEurope,“EuropeanLanguagePortfolio”,lastingfrom1998until2000,whichisnowinthephaseofwiderimplementa-tion.Twoevaluations(in2002andinJune2003)werecar-riedout.TheEuropeanLanguagePortfolioasaninterna-tionallycomparabletool forevaluationandself-evaluationof learning achievements of pupils, students and adultparticipants in languageeducationprovedextremelysuc-cessfulandpopularinSlovenia.

- SlovenianexpertswereinvolvedinpreparingtheLanguageEducationPolicyprofile/Prerezjezikovnepolitike(2003).


45

- InSlovenia,teachersofItalian(asthemothertongueorasasecond/foreignlanguage)participateintheproject“SocrateslinguaLeavventurediHocuseLotus”implementedbytheUniversityofRome.Theprojectdealswithearly languagelearning/teaching from a holistic point of view. Sloveniajoined it in 2002 and since then there have been regulartraining for the use of the holisticmethod. The SlovenianprojectpartnersaretheNationalEducationInstituteandtheFacultyofEducationoftheUniversityofPrimorska.

- In addition, the Office of Education of the Republic ofSloveniaandtheNationalEducationInstitutioncollaboratewiththeIstitutoRegionaleRicercaEducativaFriuli-VeneziaGiulia (Regional Institute of Research and Education ofFriuli-VeneziaGiulia)intheimplementationofthelanguageportfolio into Italianprimary schoolswithSloveneasme-diumofinstruction.

- The learning tool thatshouldbeusedbypupils inprimaryschoolsintroducestheself-assessmentmethod.Themeth-od is being developed by the experts participating in theModernLanguagesproject(CouncilofEurope).Fewmodelswereaccredited(Goduncetal.,2004;Čoketal.,2010).

- COMENIUS-2.1project:PromotionofMinorityLanguagesinMultilingualAreaswithregardtoTeacherTraining(2003-2006) dealing with aspects of teaching strategies andstrategiesoflearning,teachingaminoritylanguagewithoutprejudices,politicsinteachingminoritylanguages.

- COMENIUS-2.1project:Identifyingtrainingmodelsinmul-tilingualareas(INFO),2004-2007.

ItalianinSlovenianIstriahasaneducationalroleinthelifeandeducationofanindividual.Directcontactoftwoculturesintheliving environment creates his/her cultural identity. The pupilsare exposed to the language and experience both the needandthepossibilitytouseit;theycanlearnthelanguageintheirown environment. The processes of becoming conscious oflanguagestructuresandvocabularyacquisition,andtheirdirectusage in communication situations, stimulate inter-linguisticinfluences.The transferof linguisticknowledgehasapositive


46

influenceontheformationofconscienceregardinglanguageasasystem;furthermore,inter-linguisticinterferences,whichoftenmarkthemothertongueofthepupils,alsoemerge.Thetargetsecondlanguageisdefinedbythehigh-levelcriteriaoflinguisticandcommunicationcompetence (masteryof languageon thelevelofanativespeaker).

Intheresearchonsecondlanguageutteranceformation,amoresuitable didacticmodelwasprepared (Čok, 1996),whichwasbasedattheprimarylevelandfollowedtheconceptsofcompul-sory education inSlovenia.Beside intercultural education, theItalian language teachingshould take intoaccount thespecialneedsofchildren fromethnicallymixedregions,aswellas in-cludeearlysecond language learningprinciples.The researchfindings present characteristics of the second language utter-anceformationintheItalianlanguage,thestructureofchildren’sguidedcommunicationinthislanguageandtheroleofthepupiland the teacher in communicationexchange.Theobservationofcross-linguisticinfluencesandphenomenaofmothertonguetransfer into the Italian languagemotivated the researchers toassess the interdependencies of both languages. The casefindingshaveprovedthatinthelearningprocessthefrequencyofsecondlanguagecontactisimportant,thattheawarenessofmothertongueisessentialforasuccessfulsecondlanguageac-quisition,andthattheinfluenceofaco-ordinatedlanguageedu-cation ismore important forpositive results inboth languagesthanacceleratedsecondlanguagelearning.

Researchersof theZnanstveno-raziskovalnosredišče(ScienceandResearchCentre)oftheUniversityofPrimorskaaredealingwithapplied researchworkand implementationsof itsdataonintercultural issues, cultural awareness and language aware-ness;Europeancitizenshipandissuesinmulti-literacy;student’sportfoliodevelopment;languageresourcecentresandinnovationinlanguageteaching.Knowledge-basedidentityandinterculturalawareness consider knowledgeasunderstandingof theother-ness besides the knowledge of oneself and the knowledge ofprocedure. This approach in study programmes or integrated


47

modules will stress the difference between isolated nationalidentities and a meta-identity as an expanded cultural resolu-tion or cultural network for cross-cultural identification and re-identificationofsingleandastudypopulationinenlargedsocialstructuresandrelationships.

Intercultural linguistic communication centred research is run-ningwithinafewprojects:- LanguagesasSocialCohesionandHumanCapital(2004-

2007)(Čok&Novak-Lukanovič,n.d.).- Language as a Bridge to Intercultural Communication &

Understanding:TeachingModule,LABICUM.- Bilingual education in the ethnically mixed areas of Slo-

venia: Bilingualmodels efficiency as a challenge for theEuropeof languagesandcultures.ResearchprojectV5-0247(Čok,2008).

Dataanalysisfromastudyperformedintheperiod2006-2008amongpupilsoftheeighthgradesofprimaryschoolalongtheSlovene and Italian border gives suggestions regarding theextentofthenecessitytoupgradebilingualeducationalmodelsperformed in the border mixed area, in accordance with thegoalsofpreservation,protectionanddevelopmentofminoritiesas an added value of bilingual environments: a suitable un-dergraduate teacher training, new didactics, a harmonisationof syllabuses and textbooks with the school’s mission, andconsolidationof incentivesfromtheimmediateand,aboveall,widerEuropeanarea.


48

9 Prospects

WithitsaccessiontotheEuropeanUnion,Sloveniaacceptedthechallengesposedbytheintegrationprocessestonewdemocra-cies.TheEuropeanUnionisfoundedon‘unityindiversity’:diver-sityofcultures,languages,customsandbeliefs.Itisthisdiversitythatmakesitacommonhometoallitsnations.Severalmothertonguesareasourceofwealthandabridgetogreatersolidarityandmutualunderstanding.Article22ofTheCharterofFunda-mentalRights of theEuropeanUnion (EuropeanUnion, 2000)states that theEuropeanUnion shall respect cultural, religiousand linguisticdiversity.Article21prohibitsdiscriminationbasedon a number of grounds, including language. Together withrespectfortheindividual,opennesstowardsothercultures,toler-anceandacceptanceofothers,respectforlinguisticdiversityisacorevalueoftheEuropeanUnion(EuropeanUnion,2005).

WhenjoiningtheEuropeanUnionandformingnationalandpo-liticalsovereignty,Sloveniaembarkedonreformsthatapproxi-mateditspoliticalsystemandvarioussubsystemstoEuropeanstandards.Since1996,thecountryhasbeenchangingitsedu-cationalsystem,withreformsinvolvingnotonlyalleducationallevels (from pre-schools to universities), but also all types ofschools: thoseattendedby themajoritySlovenianpopulation,byminoritycommunitiesandbychildrenwithspecialneeds.

In 2003,Slovenia responded to the initiative by theCouncil ofEurope and embarked on the preparation of the “LanguageEducation Policy Profiles”. The co-operation between expertsandCouncilofEuropepolicy-makershasyieldedgoodresults,includingrecommendationsrelatedtoItalian languageteachingthat encourage language and cultural diversity and intercul-turalism.AuthentictextbooksforItalianandreferencebooksforteachers (Čok,2001b;Čoketal., 2003a;Zormanetal., 2005)havebeenpublishedonlyforearlylanguageteaching,andinthefuture childrenwill also have the possibility to use a languageportfolio,whichwasaccreditedin2010.Nevertheless,onecouldsaythatthecurricularreformshouldfurtherbuildonearlierand


49

currentinitiativestopromotemorediversifiedlanguagelearning(languageuseand language teaching/learning)and furtherde-velopmentofplurilingualismandpluriculturalism.Theacquisitionof real linguistic proficiency is not only a fundamental right ofeachcitizeninourdemocracies,butalsoarealnecessitysincemonolingualismhasnorealplaceinEuropeansociety,ifiteverdidatall.ThepromotionofdemocraticcitizenshipinEuropeandsupportfortherichlinguisticandculturalheritageofEuropearetwokeyideaspursuedbytheCouncilofEurope.

Thepreservationandfurtherdevelopmentoflanguagesspokenbyminoritiesdependnotonlyonqualityofthebilingualeduca-tion,butalsoonfactorsoutsidetheschoolenvironment.Effec-tivelegislation,equaltreatmentofminoritylanguagesandhighawareness related to theuseof language inacertainsocietystrengthenthegeneralsensitivityofasocietyandthepossibil-ity to increasetheuseofminority languagesoutsidefamilyorschoolsettings.Withlanguagebeingasocialact,itsreflectioninvolvesactiveinteractionwithotherpeoplethroughaprocessofcognitive,socialandculturalexchange.

In accordance with European policies, the teaching of Italianasasecondlanguage(minority,neighbouringlanguage)tothemajoritypopulationandItalianasfirstlanguagetotheminorityhasbeenwitnessing radicalchanges.Minorityschools,whichin the pastmostly protected and preserved the linguistic andculturalidentityofacertainminoritycommunity,havebeenfac-inganewchallenge.Intheareawherethebordershavebeenabolishedmarkedbyacompetitivemarketofknowledge,theyshould develop good educational practices and become cen-tral institutions of interculturalism and plurilingualism. Conse-quently,theywillhavetoaltertheirmissionandenhanceitwiththenewvalues.Inviewofthat,itisofvitalimportancetotrainteachers in the ethnicallymixed region ofSlovenian Istria fornewtasksandchallenges.Anareathatcreatesnewknowledgeandfosterstheexchangeofgoodpracticesbecomesbetterandricher.TheofferofEuropeanprogrammesrelated to linguisticeducation(Phare,Socrates,Leonardo,Lingua),acts,anddec-larations strengthening the status ofminorities, obligations of


50

nationalpoliciesofmembersoftheEuropeanUnion,andcross-borderprogrammesofco-operationopentheplatform,notonlytofurtherdevelopschoolswithItalianasmediumofinstruction,butalsotoeducatethepopulationtoliveinco-existence.Istriaisaregionof linguisticandculturalcontact thatcanenrich itstradition of co-existence of various nations with values suchasempathy, interculturaldialogue,andmutual learning,whichserveasthebasisforthedevelopmentofmulticulturalismandademocraticnationalpolicyinEurope.


51

10 Summary statistics

Nationality Number of inhabitants

Slovenian 1,631,363

Hungarian 6,243

Italian 2,258

Serbs 38,964

Croats 35,642

Bosnians 21,542

Albanians 6,186

Macedonians 3,972

non-Slovenianinhabitants;Romanypeople 3,264

Table 14: Different nationalities represented in the population of Slovenia (Source: Census 2002).

School year 2011/2012

Municipality Pre-school NumberofGroups Children

Koper–Capodistria DelfinoBluKoper 10 200

Izola L’Aquilone 3 126

Piran LaCoccinellaPiran 6 127

Total 19 453

Table 15: Pre-schools using Italian as medium of instruction in the bilingual region of Slovenian Istria (Source: National Education Institute, unpublished data).


Municipality Primary-school Groups Pupils

Koper PierPaoloVergerioilVecchioKoper 22 210

Izola DanteAlighieri 9 93

Piran VincenzoeDiegodeCastroPiran 13 105

Total 44 408

Table 16: Primary schools using Italian as medium of instruction in the bilingual region of Slovenian Istria (Source: National Education Institute, unpublished data).



Municipality Secondaryschool Groups Pupils

Koper GianRinaldoCarli 4 44

Piran AntoniaSema 4 40

Total 8 84Table 17: Secondary schools with Italian as medium of instruction in the bilingual region of Slovenian Istria (Source: National Education Institute, unpublished data).


Municipality Secondaryschool Groups Pupils

Izola HigherandvocationalschoolPietroCoppo 18 60

Total 18 60

Table 18: Vocational secondary school with Italian as a medium of instruction in the bilin-gual region of Slovenian Istria (Source: National Education Institute, unpublished data).

Data regarding the number, hours, and attendees of publiclyacknowledged programmes in general and of Italian coursesspecifically,intheyear2000/2001:



Enrolledattendees


MaleFemale

Publiclyacknowledgedprogrammes

1,780 124,203 13,743 13,040 5,3717,669

Italian 227 14,673 1,908 1,832 6711,161

Table 19: Public language Programmes for Adults in 2000/2001 (Source: Statistical Office of the Republic of Slovenia, unpublished data).



Enrolledattendees


MaleFemale

Italian 202 11,598 1,521 1,246 573673

Programmes,whicharenotpubliclyacknowledged

2,455 172,038 18,934 15,813 6,8538,960

Table 20: Adult language education programmes, that are not publicly acknowledged, specified for Italian in 2000/2001 (Source: Statistical Office of the Republic of Slovenia, unpublished data).


53

Endnotes

1 The experts estimate that it is possible to find typologicalvarieties among the educational models. First, a modelstimulating the development of bilingual abilities of theminority communities, while at the same time supportingthemothertongueofthepupils.Second,amodeldevelop-ingbilingualabilitiesonly toa limitedextent,eitheron theaccountof the lossof thefirst languageor the lackof thedevelopmentofthesecondlanguage.Theformermodeliscalledastrongandthelatteraweakformofbilingualedu-cation(NećakLük,2003).

2 Romany communities are settledmainly in the regions ofPrekmurjeandDolenjska.

3 This refers to native speakers of languagesof the formerYugoslavrepublics.Theeducationallegislationgrantschil-dren of foreign citizens, or of stateless persons, living inSlovenia,additionaleducationintheirmothertongue.

4 MoreonsecondaryeducationinSlovenia:www.eurydice.si5 InformationinthissectionisbasedonEurybaseofEurydice;

eacea.ec.europa.eu/education/eurydice/index_en.php.6 More on the Inspectorate: http://www.iss.gov.si/en/ [Ac-

cessedMay2012].


54

Education system in Slovenia

Pre-primary education (ISCED 0)For which the M

inistry of Education is not responsible

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Post-secondary non-tertiary education (ISCED 4)

Pre-primary education (ISCED 0)For which the M

inistry of Education is responsible

Vocational lower secondary education (ISCED 2)

Short-cycle Higher education (ISCED 5B)

Primary education (ISCED 1)

General upper secondary education (ISCED 3)

Higher education (ISCED 5A)

Single structure education: integrated primary and lower secondary (ISCED 1 + 2)

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1415

1617

1819

2021

2223

2425

2627

10

U

nited Kingdom

– Northern Ireland

HIGH

ER / FURTHER ED

UCATION

INSTITUTIO

NS

HIGH

ER / FURTHER ED

UCATION

INSTITUTIO

NS

FURTHER / H

IGHER ED

UCATION

INSTITUTIO

NS

SECO

ND

ARY SC

HO

OLS

PRIMARY SCH

OO

LSPRIM

ARY SCHO

OLS /

NURSERY SCH

OO

LS /VO

LUNTARY SETTIN

GS /

Foundation stageK

ey stag

e 2

Ke

y stage

1K

ey stag

e 3

Ke

y stage

4

FURTHER

EDUCATIO

NIN

STITUTION

S

SECON

DARY

SCHO

OLS /

FURTHER

EDUCATIO

NIN

STITUTION

SAccesscourses

Pre-school

PRIVATE SETTINGS 4

12

35

67

89

1112

1314

1516

1718

1920

2122

2324

2526

2710

Structure of the education system in Slovenia 2011/2012

Source:E

urydice


55

References and further reading

regulations CouncilofEurope(1992).European Charter for Regional or Mi-nority Languages.CETSNo.:148.Strasbourg:CouncilofEurope.Availableat:http://conventions.coe.int/[AccessedMay2012].

Council of Europe (1996). Common European Framework of Reference for Languages: Learning, teaching, assessment.Cambridge:CambridgeUniversityPress.Availableathttp://www.coe.int/t/dg4/linguistic/CADRE_EN.asp[AccessedMay2012].

European Union (2000). The Charter of Fundamental Rights of the European Union. Official Journal of the EuropeanCommunitiesC364,vol.43,18.12.2000.Brussels:PublicationOffice.Availableat:http://www.europarl.europa.eu/charter/default_en.htm[AccessedMay2012].

Ministrstvo za šolstvo in šport (1999). Kurikulum za vrtce[Curriculum for Pre-schools]. Ljubljana:Ministrstvo za šolstvoin šport.Available at: http://www.mizks.gov.si/ [AccessedMay2012].

Ministrstvo za šolstvo in šport (2002).Dodatek h kurikulu za vrtce na narodno mešanih območjih [Asupplementtothecur-riculumforPre-schools inethnicallymixedregions].Ljubljana:Ministrstvo za šolstvo in šport.Available at: http://www.mizks.gov.si/[AccessedMay2012].

Ministrstvozašolstvoinšport(2006).Kurikulum za vrtce v pri-lagojenem programu za predšolske otroke[CurriculumforPre-schools].Ljubljana:Ministrstvozašolstvoinšport.Availableat:http://www.mizks.gov.si/[AccessedMay2012].

Občine Izola (1999).Statut Občine Izola [Statute of the mu-nicipality of Izola]. Osnovno besedilo: 15/99 dne 11.11.1999;Obvezna razlaga 2. člena: 8/2000 dne 20.04.2000; Obveznarazlaga30.člena:8/2005dne14.04.2005.Izola:ObčineIzola.Availableat:http://www.izola.si/[AccessedMay2012].


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ObčineKoper(2008).Statut Mestne Občine Koper[Statuteofthemunicipality of Koper]. Uradne objave, št. 40/00, 30/01, 29/03;Uradni listRS,št.90/05,67/06in39/08.Koper:MestneObčineKoper.Availableat:http://www.koper.si/[AccessedMay2012].

ObčinaPiran(1999).Statut Občine Piran[Statuteofthemunici-palityofPiran].UradneobjavePrimorskenovice,št.10/1999.Piran:ObčinaPiran.Availableat:http://www.piran.si/[AccessedMay2012].

Odlok o preoblikovanju Univerze v Ljubljani [Decree of the University of Ljubljana] (2000). Uradni list RS, št. 28/2000. Ljubljana:SkupščinaSRS.Availableat:http://zakonodaja.gov.si/rpsi/r05/predpis_ODLO555.html[AccessedMay2012].

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SkupščinaRepublikeSlovenije(1991).Ustava Republike Slov-enije[ConstitutionoftheRepublicofSlovenia].UradnilistRS,št. 33/1991 z dne 28.12.1991. Ljubljana: Skupščina Repub-likeSlovenije.Availableat:http://www.dz-rs.si/ [AccessedMay2012;alsoavailableinEnglish].


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SkupščinaSRS(1974).Ustava Socialistične Republike Slovenije[ConstitutionoftheSocialistRepublicofSlovenia].Ur.l.SRS,št.6/1974;Spremembe:Ur.l.RS, št. 24/1990, 35/1990. Ljubljana:SkupščinaSRS.Availableat:http://sl.wikisource.org/wiki/Ustava_Socialisti%C4%8Dne_republike_Slovenije_%281974%29[AccessedMay2012].

Zakon o gimnazijah [SecondaryEducationAct](1996).Uradnilist RS, št. 12/1996 z dne 29.2.1996. Ljubljana: Državnegazbora Republike Slovenije. Available at: http://www.dz-rs.si/[AccessedMay2012].

Amendments: Zakon o spremembah in dopolnitvah Zakona o gimnazijah

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(2006).Uradni listRS,št.115/06zdne10.11.2006.Availableat: http://www.uradni-list.si/1/objava.jsp?urlid=20071&stevilka=2[AccessedMay2012].

Zakon o izobraževanju odraslih [Adult EducationAct] (1996).Uradni listRS,št.12/1996zdne29.2.1996.Ljubljana:Držav-negazboraRepublikeSlovenije.Availableat:http://www.dz-rs.si/[AccessedMay2012].

Amendments: Zakon o višjem strokovnem izobraževanju (2004). Uradni list

RS,št.86/04zdne5.8.2004. Zakon o spremembah in dopolnitvah Zakona o izobraževanju

odraslih (2006).UradnilistRS,št.69/06zdne3.7.2006. Availableat:http://www.uradni-list.si/1/objava.jsp?urlid=20061 10&stevilka=4673[AccessedMay2012].

Zakon o organizaciji in financiranju vzgoje in izobraževanja[Organisation andFinancing of EducationAct] (1996).Uradnilist RS, št. 12/1996 z dne 29.2.1996. Ljubljana: Državnegazbora Republike Slovenije. Available at: http://www.dz-rs.si/[AccessedMay2012].

Education and lEssEr usEd languagEs

58

Zakon o osnovni šoli [Elementary School Act] (1996). Uradni list RS, št. 12/1996 z dne 29.2.1996. Ljubljana: Državnega zbora Republike Slovenije. Available at: http://www.dz-rs.si/ [Accessed May 2012].

Zakon o poklicnem in strokovnem izobraževanju [Vocational and Technical Education Act] (1996). Uradni list RS, št. 12/1996 z dne 29.2.1996. Ljubljana: Državnega zbora Republike Slov-enije. Available at: http://www.dz-rs.si/ [Accessed May 2012].

Zakon o poklicnem in strokovnem izobraževanju [Vocational and Technical Education Act] (2006). Uradni list RS, št. 79/2006 z dne 27.7.2006. Ljubljana: Državnega zbora Republike Slov-enije. Available at: http://www.dz-rs.si/ [Accessed July 2012].

Zakon o posebnih pravicah italijanske inmadžarske narodneskupnostinapodročjuvzgojeinizobraževanja[Act Implement-ing Special Rights of Members of the Italian and Hungarian Ethnic Communities in the Field of Education] (2001). Uradni list RS, št. 35/2001 z dne 11.5.2001. Ljubljana: Državnega zbora Republike Slovenije. Available at: http://www.dz-rs.si/ [Accessed May 2012].

Zakonovisokemšolstvu [Higher Education Act] (2006). Uradni list RS, št. 119/2006 z dne 20.11.2006. Ljubljana: Državnega zbora Republike Slovenije. Available at: http://www.dz-rs.si/ [Accessed May 2012].

Zakono vrtcih [Pre-Schools Institutions Act] (1996). Uradni list RS, št. 12/1996 z dne 29.2.1996. Ljubljana: Državnega zbora Republike Slovenije. Available at: http://www.uradni-list.si/1/objava.jsp?urlid=2005100&stevilka=4349 [Accessed May 2012].

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Uradni list RS, št. 44/00 z dne 26.5.2000. Zakon o spremembah in dopolnitvah Zakona o vrtcih (2003).

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Addresses

Andragoški center Republike Slovenije (Slovenian InstituteforAdultEducation)Smartinska134a,Ljubljana,SloveniaT+386(01)5842560F+386(01)[email protected]://www.acs.si

British CouncilCenterTivoli,Tivolska30,1000Ljubljana,SloveniaWhttp://www.britishcouncil.org/slovenia.htm

Center RS za poklicno izobraževanje (National Institute forVocationalEducationandTraining)Whttp://www.cpi.sihttp://www.europass.si

Comunità Autogestita della Nazionalità Italiana di Isola(Self-governmentofItaliannationalityinIsola)PiazzaManzioli5,6310Isola-Izola,SloveniaT+386(01)56162130F+386(01)[email protected]://www.can-is.si/

Consolato Generale d’Italia a Capodistria (GeneralConsu-lateofItalyinKoper)RivaBelvedere2,6000Capodistria,SloveniaT+386(01)56273747F+386(01)[email protected]://www.conscapodistria.esteri.it/Consolato_Capodistria

Divulgazione Lingua Italiana(DI.L.IT.,languageschool)ViaMarghera22,00185Roma,ItalyT+39064462593


67

[email protected]://www.dilit.it/

Državni izpitni center(NationalExaminationCentre)Obželeznici16,1000Ljubljana,SloveniaT+386(01)5484600F+386(01)[email protected]://www.ric.si

EDizioni ITaliane(EDIT,publishinghouse)ViaReZvonimir20a,51000Fiume,CroatiaT+38551672119F+38551672151Whttp://www.edit.hr/

Inšpektorat RS za šolstvo in šport (Inspectorate forEduca-tionandSport)Linhartova7,1000Ljubljana,SloveniaT+386(01)4005335F+386(01)[email protected]

Istituto IARD RPS (IARD, Institute in the field of social sci-ence research)ViaSolari8,20144Milano,[email protected]://www.istitutoiard.it/

Istituto Italiano di Cultura(ItalianCulturalInstitute)Breg12,1000Lubljana,SloveniaT+386(01)2415640F+386(01)[email protected]://www.iiclubiana.esteri.it/IIC_Lubiana


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Ministero degli Affari Esteri(MinistryofForeignAffairsoftheItaliangovernment)PiazzaledellaFarnesina1,00135Roma,ItalyT+390636911Whttp://www.esteri.it/mae/it

Ministrstvo za šolstvo in športMinistrstvo za izobraževanje, znanost, kulturo in šport(MinistryofEducation,Science,CultureandSport)Masarykovacesta16,1000Ljubljana,SloveniaT+386(01)4005200F+386(01)[email protected]://www.mizks.gov.si/http://www.mizks.gov.si/en/eurydice_slovenia/

Ministrstvo za visoko šolstvo, znanost in tehnologijo(Min-istryofHigherEducation,ScienceandTechnology)TrgOF13,1000Ljubljana,SloveniaT+386(01)4784600F+386(01)[email protected]://www.mvzt.gov.si

Ministrstvo za zunanje zadeve(MinistryofForeignAffairs)Prešernovacesta25,1001Ljubljana,Slovenia-P.B.481,1001Ljubljana,SloveniaT+386(01)4782000F+386(01)[email protected]://www.mzz.gov.si/

Office for Bilingualism and Foreign Languages of the Au-tonomous Province of Bolzano“EdificioPlaza”,viadelRonco2,39100Bolzano,ItalyT+390471411200F+390471411209Whttp://www.provincia.bz.it/italian-culture/languages/languages.

asp


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Statistični urad Republike Slovenije(StatisticalOfficeoftheRepublicofSlovenia)Vožarskipot12,1000Ljubljana,SloveniaT+386(01)2415100F+386(01)[email protected]://www.stat.si/

Strokovni svet RS za splošno izobraževanje(NationalCoun-cilofExpertsforGeneralEducation)MinistrstvozašolstvoinsportUradzarazvojšolstva,Masarykova16,1000Ljubljana,SloveniaT+386(01)4005300F+386(01)4005332Whttp://www.mizks.gov.si/si/solstvo/strokovni_sveti/strokovni_

svet_rs_za_splosno_izobrazevanje/

Unione Italiana(ItalianUnion)ViadellePile-Uljarska1/IV,51000Fiume/Rijeka,CroatiaVia Oton Zupancic 39/Zupanciceva ul. 39, 6000 Capodistria/Koper,SloveniaT+38551338285F+38551212876Eamministrazione@unione-italiana.hrWhttp://www.unione-italiana.hr/

Università degli Studi di Roma “La Sapienza”(UniversityofRome)PiazzaleAldoMoro5,00185Roma,[email protected]://www.uniroma1.it/

Università per Stranieri di Perugia(UniversityforForeignersPerugia)PiazzaFortebraccio4,06123Perugia,[email protected]://www.unistrapg.it/


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Università per Stranieri di Siena (University for ForeignersSiena)PiazzaCarloRosselli27/28,53100Siena,[email protected]://www.unistrasi.it/

Università Popolare di Trieste (Adult Education Institute ofTrieste)PiazzaPonterosso6,34121Trieste,[email protected]://www.unipoptrieste.it

Univerza na Primorskem(UniversityofPrimorska)UniversitàdelLitoraleTitovtrg4,6000Koper,SloveniaT+386(01)56117500F+386(01)[email protected]://www.upr.si

Fakulteta za humanistične študije(FacultyofHumanitiesoftheUniversityofPrimorska)Titovtrg5,6000Koper,SloveniaT+386(01)56637740F+386(01)[email protected]://www.fhs.upr.si

Center za jezike Univerze na Primorske(CentreforLanguagesoftheUniversityofPrimroska)Titovtrg5,6000Koper,SloveniaT+386(05)[email protected]://www.cjup.upr.si/


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Pedagoška fakulteta (Faculty of Education of the UniversityofPrimorska)Cankarjeva5,6000Koper,SloveniaT+386(05)6631260F+386(05)[email protected]://www.pef.upr.si/

Univerza v Ljubljani(UniversityofLjubljana)Kongresnitrg12,1000Ljubljana,[email protected]://www.uni-lj.si/

Filozofska fakulteta (FacultyofArtsoftheUniversityofLjubljana)UniverzavLjubljaniAškerčeva2,1000Ljubljana,SloveniaT+386(01)2411000F+386(01)[email protected]://www.ff.uni-lj.si

Univerza v Mariboru(UniversityofMaribor)Slomskobtrg15,2000Maribor,SloveniaT+386(02)2355280F+386(02)[email protected]://www.uni-mb.si

Filozofska fakulteta(FacultyofArtsoftheUniversityofMaribor)UniverzevMariboruKoroškacesta160,2000Maribor,SloveniaT+386(02)[email protected]://www.ff.uni-mb.si/


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Urad Vlade Republika Slovenija za narodnosti (Uradzanar-odnosti,Officeof theGovernmentof theRepublicofSloveniaforNationalities-OfficeforNationalities)Erjavčeva15,1000Ljubljana,SloveniaT+386(01)4781365F+386(01)[email protected]://www.uvn.gov.si/

Zavod Republike Slovenije za Šolstvo(ZRSŠ,NationalEdu-cationInstitute)ObmočnaenotaLjubljanaParmova33,1000Ljubljana,SloveniaT+386(01)2363100F+386(01)2363150Whttp://www.zrss.si

Zveza Ljudskih Univerz Slovenije(ZLUS,SlovenianAssocia-tionofPeople’sUniversities)Podježami8,1000Ljubljana,SloveniaT+386(01)5405161F+386(01)[email protected]://www.zveza-lu.si/


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Other websites on minority languages

Mercator www.mercator-network.euGeneral site of theMercator EuropeanNetwork of LanguageDiversity Centres. It gives information about the network andleadsyoutothehomepagesofthenetworkpartners.

Mercator www.mercator-research.euHomepage of the Mercator European Research Centre onMultilingualism and Language Learning.Thewebsite containstheseriesofRegionaldossiers,adatabasewithorganisations,abibliography,informationoncurrentactivities,andmanylinkstorelevantwebsites.

Mercator-Media www.aber.ac.uk/~merwwwHomepageofMercator-Media.ItprovidesinformationonmediaandminoritylanguagesintheEU.

Mercator- www.ciemen.org/mercatorHomepage ofMercator-Legislation. It provides information onminoritylanguagesandlegislationintheEU.

European http://ec.europa.eu/education/languages/languages -of-europe/doc139_en.htm

The website of the European Commission gives informationabouttheEU’ssupportforregionalorminoritylanguages.

Council of http://conventions.coe.intEuropean Charter for Regional or Minority Languages (1992)andFramework Convention for the Protection of National Minor-ities(1995).EuropeanTreatySeries148and157,Strasbourg.

Eurydice http://eacea.ec.europa.eu/education/eurydice/index_en.phpEurydiceistheinformationnetworkoneducationinEurope.Thesitesprovides informationonallEuropeaneducationsystemsandeducationpolicies.

Commission

Legislation

Research Centre

Europe

Network


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What can the Mercator Research Centre offer you?

mission & goals The Mercator European Research Centre on MultilingualismandLanguageLearningaddressesthegrowinginterestinmulti-lingualismandtheincreasingneedoflanguagecommunitiestoexchangeexperiencesandtocooperateinaEuropeancontext.The centre is based in Ljouwert/Leeuwarden, the capital ofFryslân–thebilingualprovinceoftheNetherlands–andhostedat the FryskeAkademy (FrisianAcademy). TheMercator Re-searchCentre focusesonresearch,policy,andpractice in thefieldofmultilingualismandlanguagelearning.Thecentreaimstobeanindependentandrecognisedorganisationforresearch-ers, policymakers, and professionals in education.The centreendeavours to promote linguistic diversity within Europe. Thestartingpointliesinthefieldofregionalandminoritylanguages.Yet,immigrantlanguagesandsmallerstatelanguagesarealsoatopicofstudy.Thecentre’smainfocusisthecreation,circula-tion,andapplicationofknowledgeinthefieldoflanguagelearn-ingatschool,athome,andthroughculturalparticipation.

partners In1987MercatorEducationstartedcooperationwith twopart-nersinanetworkstructure:MercatorMediahostedattheUni-versityofWalesinAberystwythandMercatorLegislationhostedat the Ciemen Foundation in Barcelona. This network hasdeveloped into the Mercator European Network of LanguageDiversityCentres,which consists of the three aforementionedpartnersaswellastheCentreforFinnishStudiesofMälardalenUniversityinSwedenandtheResearchInstituteforLinguisticsoftheHungarianAcademyofSciencesinHungary.Besides,theMercatorResearchCentre, the successor ofMercatorEduca-tion, expands its network in close cooperation with a numberof other partner organisationsworking in the same field. Thiscooperation includes partners in Fryslân, as well as partnersin theNetherlands and in Europe. The provincial governmentofFryslân is themain fundingbodyof theMercatorResearchCentre.ProjectsandactivitiesarefundedbytheEUaswellasbytheauthoritiesofotherregionsinEuropewithanactivepolicytosupporttheirregionalorminoritylanguageanditsculture.


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research TheMercatorResearchCentredevelopsaresearchprogrammeonthebasisofthedatacollectionsavailable.Researchactivitiesfocuson variousaspects of bilingual and trilingual education,such as interaction in multilingual classrooms, language pro-ficiency indifferent languages,and teachers’qualifications forthemultilingualclassroom.Wheneverpossible,researchwillbecarriedout inacomparativeEuropeanperspective.ResearchresultsaredisseminatedthroughpublicationsandconferencesincollaborationwithEuropeanpartners.

conferences The Mercator Research Centre organises conferences andseminars on a regular basis. Themes for the conferencesinclude: measurement & good practice, educational models,developmentofminimumstandards, teacher training,and theapplicationoftheCommonEuropeanFrameworkofReference.ThemaintargetgroupsfortheMercatorResearchCentreareprofessionals,researchers,andpolicymakersfromallmemberstatesoftheCouncilofEuropeandbeyond.

q&a ThroughtheQuestionandAnswerserviceavailableonourweb-site (www.mercator-research.eu)wecan informyouaboutanysubjectrelatedtoeducationinminorityorregionallanguagesinEurope.Theexperts inourextensivedatabaseofexpertscanalsoproviderelevantinformation.

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This document was published by the Mercator European Research Centre on Multilingualism and Language Learning with financial support from the Fryske Akademy, the Province of Fryslân, and the municipality of Leeuwarden.

© Mercator European Research Centre on Multilingualism and Language Learning, 2012

ISSN: 1570 – 12391st edition

The contents of this dossier may be reproduced in print, except for commercial purposes, provided that the extract is proceeded by a complete reference to the Mercator European Research Centre on Multilingualism and Language Learning.

This regional dossier has been compiled by Prof. dr Lucija Čok and dr Nives Zudič Antonič, University of Primorska. Unless otherwise stated academic data refer to the 2011/2012 school year. All educational statistics are provided by the relevant educational authority, un-less otherwise stated. A draft of this Regional dossier has been reviewed by Prof. Emeritus dr Albina Nećak Lük, Faculty of Arts, University of Ljubljana..

AcknowledgementsThe authors wish to express their gratitude to all those who provided material and data through their scientific publications and dossiers and to the staff of the Mercator Research Centre for having made observations and suggested additions and clarifications when needed.

From August 2012 onwards Ineke Rienks and Saskia Benedictus-van den Berg havebeen responsible for the publication of the Mercator Regional dossiers series.

Albanian; the Albanian language in education in ItalyAsturian; the Asturian language in education in SpainBasque; the Basque language in education in France (2nd ed.)Basque; the Basque language in education in Spain (2nd ed.)Breton; the Breton language in education in France (2nd ed.)Catalan; the Catalan language in education in France Catalan; the Catalan language in education in SpainCornish; the Cornish language in education in the UKCorsican; the Corsican language in education in France (2nd ed.)Croatian; the Croatian language in education in Austria Frisian; the Frisian language in education in the Netherlands (4th ed.)Gaelic; the Gaelic language in education in the UK Galician; the Galician language in education in Spain German; the German language in education in Alsace, France (2nd ed.)German; the German language in education in Belgium German; the German language in education in South Tyrol, Italy Hungarian; the Hungarian language in education in Slovakia Hungarian; the Hungarian language in education in SloveniaIrish; the Irish language in education in Northern Ireland (2nd ed.)Irish; the Irish language in education in the Republic of Ireland Italian; the Italian language in education in SloveniaKashubian; the Kashubian language in education in Poland Ladin; the Ladin language in education in Italy Latgalian; the Latgalian language in education in LatviaLithuanian; the Lithuanian language in education in Poland Meänkieli and Sweden Finnish; the Finnic languages in education in Sweden North-Frisian; the North Frisian language in education in Germany (2nd ed.)Occitan; the Occitan language in education in France Polish; the Polish language in education in LithuaniaRomani and Beash; the Romani and Beash languages in education in Hungary Sami; the Sami language in education in Sweden Scots; the Scots language in education in Scotland Slovak; the Slovak language in education in Hungary Slovene; the Slovene language in education in Austria (2nd ed.)Slovene; the Slovene language in education in Italy (2nd ed.)Sorbian; the Sorbian language in education in Germany Swedish; the Swedish language in education in Finland Turkish; the Turkish language in education in Greece Ukrainian and Ruthenian; the Ukrainian and Ruthenian language in education in PolandVõro; the Võro language in education in EstoniaWelsh; the Welsh language in education in the UK

European Research Centre onMultilingualism and Language Learning

| Regional dossiers series |

c/o Fryske Akademy

Doelestrjitte 8

P.O. Box 54

NL-8900 AB Ljouwert/Leeuwarden

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