Izvleček
Prispevek obravnava pouk slovenščine kot drugega jezika v šolah z italijanskim učnim jezikom v slovenski Istri, pri čemer povezuje zgodovinske, sociolingvistične in didaktične temelje dvojezičnega šolstva s kurikularno prenovo v Sloveniji. Avtorica izpostavlja pomen italijanske narodne skupnosti za ohranjanje jezikovne in kulturne identitete ter medkulturni dialog. Šole z italijanskim učnim jezikom delujejo zaščitno in vključujoče, spodbujajo dvojezičnost ter integracijo učencev v širše okolje. Prispevek temelji na teorijah Bešter Turk, Cumminsa in Krashna, ki poudarjajo razvoj sporazumevalne zmožnosti, razliko med osnovno in akademsko jezikovno zmožnostjo (BICS in CALP) ter vpliv čustveno-motivacijskih dejavnikov na učenje jezika. Uspešno učenje slovenščine kot drugega jezika zahteva celostni, sistematični in individualizirani pristop, ki povezuje šolsko in družbeno okolje. Zaključek predstavi posodobitve učnih načrtov, ki temeljijo na funkcionalni večjezičnosti, medkulturni kompetenci in digitalni podpori, s poudarkom na sporazumevalnih, bralnih in pisnih veščinah, prilagoditvi, kontrastom med slovenščino in italijanščino ter formativnem spremljanju napredka učencev.
Slovenian as Second Language in Italian-Medium Schools in Slovenian Istria: Impact of Curriculum Reform
This article examines the teaching of Slovenian as a second language in Italian-medium schools in Slovenian Istria, linking the historical, sociolinguistic, and didactic foundations of bilingual education to Slovenia’s recent curriculum reform. The author emphasises the vital role of the Italian national community in preserving linguistic and cultural identity while promoting intercultural dialogue. Italian- medium schools fulfil both protective and inclusive functions, fostering bilingualism and facilitating students’ integration into the wider society. The discussion draws on the theoretical frameworks of Bešter Turk, Cummins, and Krashen, who emphasise the development of communicative competence, the distinction between basic interpersonal communicative skills (BICS) and cognitive academic language proficiency (CALP), and the influence of affective and motivational factors on language acquisition. Successful learning of Slovenian as a second language requires a comprehensive, systematic, and individualised approach that bridges school and societal contexts. The conclusion outlines key curriculum updates that prioritise functional multilingualism, intercultural competence, and digital support, with particular focus on developing communicative, reading, and writing skills; addressing contrasts between Slovenian and Italian; and implementing formative assessment to track student progress.