Izvleček
V članku predstavljamo ključne ugotovitve štiriletne spremljave uvajanja tujega jezika v 2. in 3. razredu (v šolskih letih od 2014/15 do 2017/18) kot obveznega prvega tujega jezika, ki smo jih pridobili na osnovi opazovanj pouka, anketiranja in testiranja učencev v 276 vključenih slovenskih osnovnih šolah. Ugotovitve naslanjamo na izsledke s področja organizacije in umeščenosti ur tujega jezika v urnik. Predstavljamo tudi, kakšna je didaktična izvedba pouka tujega jezika, ter kritično spregovorimo o načrtnem razvijanju vseh štirih sporazumevalnih zmožnosti. V članku med drugim izpostavljamo tudi ugotovitve o napredku in motivaciji učencev za pridobivanje tujega jezika. Ob koncu članka spregovorimo še o podpori posebnim skupinam učencev, ki lahko v zadostni meri napredujejo le ob upoštevanju ustrezne individualizacije in diferenciacije pri pouku tujega jezika.
Abstract
The Results of the Development Task of Implementing and Monitoring a Foreign Language in the 2nd and 3rd Grade of Primary School
The article introduces the key findings of a four-year monitoring of the implementation of a foreign language in the 2nd and 3rd grade (academic years 2014/15-2017/18) as the mandatory first foreign language, which were obtained based on observation in class, survey and knowledge assessment, and included students from 276 Slovenian primary schools. The findings apply to the results from the area of organisation and placement of school hours in the curriculum. Didactic implementation of the foreign language class is also presented, along with a critical view of the planned development of all four communication skills. The article highlights, among other, the findings about the students’ progress and motivation in learning a foreign language. The conclusion addresses the need for support provided to special groups of students who are able to adequately learn only with proper individualisation and differentiation in the foreign language class.