20.500.12556/DiRROS-28045 Uresničevanje dopolnilnega pouka maternih jezikov in kultur sistemski izzivi in perspektive staršev Provision of Supplementary Mother Tongue and Culture Classes Prispevek na podlagi perspektive staršev analizira uresničevanje dopolnilnega pouka maternih jezikov in kultur za otroke drugih narodnosti v Sloveniji ter pokaže, da kljub obstoječemu pravnemu okviru v praksi ostaja pomemben razkorak med deklarirano jezikovno politiko (policy-as-text) in njenim izvajanjem (policy-as-practice). Raziskava temelji na administrativnih (uradnih) podatkih Ministrstva za vzgojo in izobraževanje ter primarnih empiričnih podatkih, zbranih z anketama med učitelji dopolnilnega pouka maternih jezikov in kultur ter starši. Teoretično izhodišče temelji na treh paradigmah jezikovne politike (jezik kot resurs, jezik kot pravica in jezik kot problem) ter na vlogi posredniških akterjev pri implementaciji. Rezultati raziskave kažejo visoko zadovoljstvo staršev s pedagoškimi vidiki dopolnilnega pouka maternih jezikov in kultur, medtem ko organizacijsko-prostorske vidike ocenjujejo nekoliko slabše. Med ključnimi izzivi starši izpostavljajo usklajevanje urnika ter pomanjkanje institucionalne podpore na ravni šol. Analiza pokaže, da je dostop do DPMJK prostorsko neenakomeren in močno odvisen od odločitev šol (prijava na javni poziv MVI ter zagotavljanje prostorov), pri čemer se del programa izvaja tudi izven sheme sofinanciranja ministrstva. Glede tega, kako naj bi se program izvajal, so mnenja staršev dokaj izenačena: približno polovica podpira obstoječi način, druga polovica pa se zavzema za večjo institucionalno integracijo programa v redni kurikul oziroma razširjeni program šole. Raziskava izpostavi tri sistemske dejavnike, ki prispevajo k razkoraku med normativnimi usmeritvami in dejanskim izvajanjem DPMJK: (1) program je umeščen zunaj rednega šolskega urnika, (2) financiranje in odgovornosti so razdeljene med državo izvora in Ministrstvo za vzgojo in izobraževanje, (3) posledično je dostop do programa med jezikovnimi skupnostmi in območji neenakomeren. Drawing on parents’ perspectives, this article analyses the provision of supplementary mother tongue and culture classes for children of other nationalities in Slovenia. It demonstrates that, despite the existing legal framework, a significant gap persists between policy as text and policy as practice. The research is based on administrative (official) data from the Ministry of Education as well as primary empirical data collected through surveys involving teachers delivering supplementary mother tongue and culture classes and students’ parents. The theoretical framework draws on three paradigms of language policy – language as a resource, language as a right, and language as a problem – and in the role of mediating actors in the implementation process. The findings indicate a high level of parental satisfaction with the pedagogical aspects of supplementary mother tongue and culture classes, while organizational and spatial aspects received slightly lower ratings. The key challenges most frequently highlighted by parents include difficulties in timetable coordination and a lack of institutional support at the school level. The analysis further reveals that access to supplementary mother tongue and culture classes varies by location and is dependent on the decisions of individual schools, particularly regarding applications to the Ministry of Education’s public calls and the provision of premises. In addition, part of the programme is implemented outside the Ministry’s co-financing scheme. Parents’ views on how the programme should be implemented are fairly evenly divided: approximately half support the current approach, while the other half advocate for greater institutional integration of the programme into the regular curriculum or at least into the school’s extended programme. The study highlights three systemic factors that contribute to the gap between normative guidelines and the actual implementation of DPMJK: (1) the programme is positioned outside the regular school timetable, (2) funding and responsibilities are shared between the country of origin and the Ministry of Education, and (3) as a result, access to the programme is uneven across language communities and regions. The findings suggest that formal commitments to the language as a resource paradigm alone are insufficient to prevent discrepancies between declared policy goals and inconsistent implementation practices. dopolnilni pouk maternih jezikov in kultur jezikovna politika večjezičnost implementacija politik priseljenci Slovenija supplementary mother tongue and culture classes language policy multilingualism policy implementation immigrants Slovenia true false true Slovenski jezik Angleški jezik Neznano 2026-03-09 10:06:31 2026-03-09 10:06:31 2026-03-10 03:52:26 0000-00-00 00:00:00 2025 0 Ljubljana 0 Str. 185-212 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37:81'246(497.4) 10.69070/2026_8 270903299 264592387 7.-Mojca-Medvesek-Uresnicevanje-dopolnilnega-pouka-maternih-jezikov-RAZNOLIKOST-IV.pdf 7.-Mojca-Medvesek-Uresnicevanje-dopolnilnega-pouka-maternih-jezikov-RAZNOLIKOST-IV.pdf 1 6EDD12872159DF2FE2A27A2EA8F2FAD4 09be6dd0fddf919e4a95945bd249a219851b5ef49374587128a238671f058b54 4593e893-1b97-11f1-b779-001a4af901a5 https://dirros.openscience.si/Dokument.php?lang=slv&id=41401 https://inv.si/wp-content/uploads/2026/02/7.-Mojca-Medvesek-Uresnicevanje-dopolnilnega-pouka-maternih-jezikov-RAZNOLIKOST-IV.pdf 0 644daa74-1b97-11f1-b779-001a4af901a5 https://dirros.openscience.si/Dokument.php?lang=slv&id=41402 Inštitut za narodnostna vprašanja 0 0 0