Izvleček
Prispevek v okviru didaktike tujih jezikov opiše koncept večjezičnosti na ravni jezikovnopolitičnih in kurikularnih dokumentov ter na ravni raziskovalnega in učnega pristopa. V skladu z večjezikovno didaktiko imenujemo učenca, ki se uči več kot dva jezika, večjezični govorec. To velja tudi za učence, ki se v osnovni šoli v Sloveniji učijo nemščine. Ta je drugi tuji jezik ob angleščini kot prvem tujem jeziku. Iz spoznanj stičnega jezikoslovja izhaja, da pri učenju več jezikov prihaja do prenosa obstoječega znanja jezikov na jezik, ki se ga učimo. Rezultate tega prenosa se imenujejo transference. Izraz transferenca nadomešča izraza napaka oz. interferenca z namenom, da se proces učenja novega jezika pojmuje v pozitivnem smislu kot postopno izgrajevanje vmesnega jezika in ne v negativnem smislu kot odklon od norme. V raziskavi, izvedeni na pisnih sestavkih slovenskih učencev nemščine, je bilo ugotovljeno, da učenci pri učenju nemščine prenašajo jezikovne elemente iz angleščine. Na osnovi ugotovljenih in kategoriziranih transferenc po jezikoslovnih ravninah so v prispevku predstavljena priporočila za pouk nemščine po večjezikovnem pristopu. Učitelji tako pri načrtovanju in izvedbi pouka nemščine izkoristijo učenčev potencial znanja angleščine in ozavestijo učence o pomenu povezovanja znanja angleščine in nemščine ter o pomenu odnosa do učenja nemščine in jezikov nasploh. Pouk nemščine z večjezikovnim pristopom lahko poteka na višji zahtevnostni stopnji, progresija je bolj strma in vsebine zahtevnejše, učenci pa lahko dosežejo višjo raven znanja nemščine in se usposobijo za vseživljenjsko učenje jezikov.
Abstract
Multilingualism as a Norm and Approach in Foreign Language Lessons
Within the scope of foreign language didactics, the paper describes the concept of multilingualism on the level of language policy and curricular documents, and on the level of a research and teaching approach. In accordance with multilingual didactics, a student who is learning more than two languages is called a multilingual speaker. This also applies to students who are learning German in Slovenian primary schools. German is the second foreign language, with English being the first foreign language. The findings of contact linguistics show that when learning several languages, our existing knowledge of languages is transferred to the language we are learning. The results of such a transfer are called transferences. The term ‘transference’ has replaced the terms ‘mistake’ or ‘interference’ with the intention of viewing the process of learning a new language positively as the gradual building of an intermediate language, and not negatively as a deviation from the norm. A research study conducted on compositions written by Slovenian students of German has established that when learning German, these students transfer linguistic elements from English. Based on the established transferences, categorised by linguistic planes, the paper presents recommendations for German lessons employing a multilingual approach. Thus when planning and implementing German lessons, teachers make use of the student’s knowledge of English and make students aware of the importance of connecting their knowledge of English and German, and of the importance of their attitude towards learning German and languages in general. German lessons with a multilingual approach can be used for advanced lessons, progression is steeper, and the contents are more demanding, while students can attain a higher level of knowledge of German and become qualified for the lifelong learning of languages.