Povzetek
Učitelji se moramo zavedati, da ima šola poleg staršev in ostalih dejavnikov zelo pomembno vlogo pri razvijanju branja, zato moramo skrbeti, da omogočimo učencem čim bolj spodbudno okolje, da jih seznanimo s procesom učenja ter da pri usvajanju branja in z njim povezane bralne pismenosti upoštevamo (bralne) učne strategije. Branje in odnos do branja sta v osnovni šoli ključnega pomena tudi za učence priseljence, ki se ob vstopu v šolo in v novo učno okolje srečajo tudi z novim jezikom. Z namenom, da bi lahko učitelji čim bolj uspešno pomagali učencem priseljencem na področju razumevanja jezika pri pouku književnosti, sem razvila didaktični pristop, individualno delo v slovenskem jeziku. Poglobljena interpretacija rezultatov je pokazala, da je aktivno individualno delo z učencem pozitivno vplivalo na motivacijo za branje/poslušanje književnih besedil, da je učenec napredoval v razumevanju prebranega/slišanega besedila in da se je pri njem povečal interes za poustvarjanje umetnostnega besedila v slovenskem jeziku.
Abstract
Didactic Approach to Literature Lessons for an Immigrant Student
We, teachers, must be aware of the fact that, in addition to parents and other factors, the school has a very important role in developing reading skills; we must therefore make sure that we provide the most stimulating environment for the pupils; that we acquaint them with the learning process; and that we take into consideration the (reading) learning strategies during the acquisition of reading skills and of the reading literacies connected with it. Reading and the attitude towards reading are of key importance in primary school, also for immigrant pupils who encounter a new language when coming to school and to a new learning environment. With the intention of enabling teachers to provide efficient help to immigrant pupils with regard to language comprehension during literature lessons, I have developed a didactic approach, that is, one-on-one work in the Slovenian language. A detailed interpretation of the results has shown that active, one-on-one work with the pupil has had a positive effect on his motivation to read/listen to literary texts; that the pupil has made progress in understanding the text he has read/heard; and that his interest in re-creating a literary text in the Slovenian language has increased.