1. Enhancing multilingual education : a cognitive-inclusive path to language awareness and educational equityTina Čok, 2026, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Povzetek: This study addresses the need for enhanced multilingual education in increasingly linguistically diverse classrooms. It presents a case study of an Italian elective class in Croatian Istria, where a cognitively informed didactic model was tested with 12 pupils aged 12–13. The model combines cross-language awareness, linguistic relativity and cooperative learning to strengthen linguistic sensitivity and inclusive multilingualism. Qualitative data analysed using grounded theory revealed improved reflective teaching practices and a deeper awareness of otherness. The findings confirm the model’s potential and the value of grounded theory for refining multilingual teaching strategies and curriculum design.
Ključne besede: multilingualism, education, foreign language learning, language policy and practice
Objavljeno v DiRROS: 26.03.2026; Ogledov: 199; Prenosov: 127
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3. Medjezikovno zavedanje in večjezična didaktika : kognitivni model za vključujočo večjezičnostTina Čok, 2025, znanstvena monografija Povzetek: Monografija Medjezikovno zavedanje in večjezična didaktika prinaša nov znanstveni prispevek k razumevanju večjezičnosti kot ključnega izhodišča za jezikovno integracijo otrok s priseljenskim ozadjem v slovenskem izobraževalnem sistemu. Predstavi kognitivni didaktični model, ki temelji na jezikovni relativnosti, medjezikovnem zavedanju in sodelovalnem učenju, ter vključuje inovativna orodja za formativno vrednotenje teh kompetenc. Model je bil uspešno preizkušen v slovenskih osnovnih šolah, kjer spodbuja učinkovito učenje jezika, valorizacijo maternih jezikov ter strpno, vključujoče šolsko okolje, s čimer prispeva k boljšemu sožitju in medvrstniškim odnosom.
Objavljeno v DiRROS: 02.03.2026; Ogledov: 269; Prenosov: 203
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4. Survey on the attitudes of school community members regarding the role of the language(s) of schooling in the integration process of pupils with an immigrant background in SloveniaTina Čok, 2024, izvirni znanstveni članek Povzetek: In terms of integration policy, Slovenia is considered a country that pro-motes the integration of children with an immigrant background into schools as quickly as possible. However fast the integration process may be, languages always play a key role in the education of pupils with an immigrant background and teachers need to adapt to their different lan-guage needs and literacy levels. Furthermore, it is important that teachers use teaching methods that promote pupils’ linguistic development in their mother tongue as well. In this paper, we present the results of research on the role of languages of schooling in the success of all pupils in Slovenian primary education institutions, with a focus on those with an immigrant background. To achieve this goal, we conducted an anonymous survey (n = 78) among teachers and support staff and interviewed principals from nine Slovenian primary schools. The main aim of the survey and inter-views was to investigate the status and understanding of the role of the languages of schooling in the context of the newly proposed cognitive-in-clusive language didactics based on collaborative learning. The study found that while school staff recognise the importance of multilingual education and linguistic integration, there are significant gaps in training and sup-port mechanisms for teachers. Although schools generally support the use of multiple languages, there is a lack of cross-language awareness and vis-ible promotion of multilingualism in the school environment. The findings of the study suggest the need to introduce comprehensive, standardised training and support for teachers that focuses on improving cross-language awareness and inclusive educational practices, which can ultimately lead to better integration outcomes for immigrant pupils and enrichment of the educational environment for all members of the community.
Ključne besede: language(s) of schooling, linguistic integration, cognitive-inclusive didactics, collaborative learning
Objavljeno v DiRROS: 25.09.2024; Ogledov: 998; Prenosov: 804
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5. Ribiške zgodbe v šoli : priročnik za učitelje tretje triade osnovnih šolLucija Čok, Tina Čok, Urška Bratož, Irina Moira Cavaion, Anna Maria Grego, 2023, slovar, enciklopedija, leksikon, priročnik, atlas, zemljevid Povzetek: Priročnik Ribiške zgodbe v šoli je namenjen predvsem osnovnošolskim učiteljicam in učiteljem tretje triade, ki bi želeli dopolniti, razširiti in poglobiti vsebine, predvidene v okviru nekaterih obveznih in izbirnih predmetov (etnologija – kulturna dediščina in načini življenja, zgodovina – odkrivajmo preteklost svojega kraja, geografija – raziskovanje domačega kraja (šolskega okoliša) in varstvo njegovega okolja, pa tudi slovenščina in italijanščina …). Ker je bilo ob omenjeni analizi obstoječih učnih načrtov mogoče opaziti izrazito pomanjkanje vsebin, povezanih z (morskim) ribištvom in življenjem ob morju, so v nadaljevanju navedeni nekateri predlogi za intenzivnejše vključevanje obmorskih vsebin v učni proces. Opisani so primeri tematsko prepletenih, toda ločenih učnih enot (o ribištvu, ribiški dediščini, zgodovini predelave rib v obmorskih mestih, terminologiji, povezani z ribištvom, kulinariki v povezavi s floro in favno Sredozemlja in podobne teme), v katerih so poleg okvirne vsebine določeni tudi operativni cilji, način dela, možnosti medpredmetnih povezav ter dodatna gradiva in delovni listi za uspešen izobraževalni proces, kar učiteljicam in učiteljem olajša pripravo učnih ur, načrtovanje projektnega dela in tudi dodatnih pedagoških dejavnosti. Seveda so ti predlogi navedeni samo kot smernice, ki jih učiteljice in učitelji lahko poljubno preoblikujejo.
Ključne besede: prehrambna kultura, prehrambna industrija, ribe, konzerviranje
Objavljeno v DiRROS: 18.07.2023; Ogledov: 1818; Prenosov: 1191
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