1. Multilingual Landscapes through the Lens of Translation : the Interplay of Official Bilingualism and Tourism in Two Conservation Areas in SloveniaTamara Mikolič Južnič, Agnes Pisanski Peterlin, 2023, izvirni znanstveni članek Povzetek: The ubiquitous presence of cross-cultural contact and multilingualism in the globalised world is reflected in a wide range of linguistic landscapes, and linguistic barriers are typically bridged using translation, resulting in multilingual signage. The paper explores the role of translation and the interplay of monolingualism, bilingualism and multilingualism in Slovenia, in the linguistic landscape of two conservation areas, one located in an officially bilingual area and the other located in the non-bilingual settings of the capital city. Analysing signage from the perspective of language use and translation, variation in approaches to bridging cross-cultural gaps is investigated.
Ključne besede: cross-cultural contact, bilingualism, multilingualism, signage, linguistic landscape, translation studies
Objavljeno v DiRROS: 08.07.2026; Ogledov: 134; Prenosov: 94
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2. Legal and institutional challenges of extracurricular mother tongue and culture instruction in SloveniaMojca Medvešek, 2026, izvirni znanstveni članek Povzetek: Despite its formal inclusion in Slovenia’s constitutional and legal framework, extracurricularmother tongue and culture instruction (EMTCI) faces substantial implementation gapsshaped by unclear procedures, fragmented funding and uneven school-level support.Drawing on document analysis, Ministry of Education administrative records, and across-sectional survey of thirty-three EMTCI teachers, this article examines how the legalframework, funding mechanisms and organisational practices structure access to EMTCI forpupils with immigrant backgrounds. Empirical data reveal a significant implementation gap:much mother-tongue instruction occurs outside the Ministry of Education’s co-financingscheme and remains statistically invisible, while unclear procedures and the absence ofsecondary legislation limit effective access. Schools’ decisions to host classes, submitapplications and inform parents directly shape EMTCI’s availability, continuity and visibilityacross languages and regions. These findings highlight the need for secondary legislationthat clearly defines procedures and institutional responsibilities, ensures stable publicfunding and strengthens awareness of the benefits of multilingualism to create a moreinclusive school environment.
Ključne besede: extracurricular instruction, immigrants, integration, language policy, mothertongue, multilingualism
Objavljeno v DiRROS: 10.06.2026; Ogledov: 131; Prenosov: 131
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3. Enhancing scientific communication across regions: : editorial perspectives from Central EuropeZvonimir Prpić, Snežana Tanasković, Lyubka Koleva-Valkova, Luboš Zábranský, Károly Dublecz, Magdalena Stanek, Mirela Irina Cordea, Branislav Gálik, Jože Verbič, Andreja Žibrat Gašparič, Nikolina Kelava Ugarković, Nikola Kezić, 2026, objavljeni znanstveni prispevek na konferenci Povzetek: Scientific communication in Central Europe faces the unique challenge of balancing the global dominance of English with the need to preserve national terminologies, to ensure societies can use and benefit from locally conducted research. Since its establishment in 1999, the Journal of Central European Agriculture has served as a model for addressing these challenges through an innovative approach to multilingualism and institutional cooperation among nine countries in the region, utilising the advantages of digital publishing for the rapid exchange of knowledge generated after the social changes in the region at the end of the 20th century.
Ključne besede: scholar publishing, scientific publishing, multilingualism, institutional collaboration, digital publishing, regional editors
Objavljeno v DiRROS: 11.05.2026; Ogledov: 260; Prenosov: 176
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4. 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: 300; Prenosov: 220
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5. Multilingualism in minority schools : new realitiesSabina Zorčič, Lara Sorgo, 2025, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Povzetek: Lately, the various forms of minority education (and other educational opportunities offered to immigrants and new minorities) are being used by the wider community and not only by minorities and immigrants (and their descendants). The present state of play is therefore a natural consequence of Europe’s long standing inclusive and non-discriminatory policies as well as globalisation and migration. Students’ and parents’ motives for the inclusion of speakers of majority languages in minority education programmes vary, ranging from tracing one’s roots to taking advantage of this opportunity to increase an individual’s cultural capital (with a view to a potential increase in economic capital thanks to additional (linguistic) competences). These students bring a new dynamic into the education of linguistic and/or ethnic minorities, which has both positive and negative implications. The most obvious and far-reaching are those affecting linguistic competence and multicultural awareness. The chapter reviews the data from our research exploring the Alps-Adria region, particularly two ethnically mixed areas, and focusing on: (1) Slovene secondary minority schools in Austria and (2) Italian primary schools from the coastal region of Slovene Istria in Slovenia.
Ključne besede: minority education, multilingualism, Alps-Adria region
Objavljeno v DiRROS: 14.01.2026; Ogledov: 398; Prenosov: 143
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6. Building a bilingual elite : “national indifference” and Romanian students in Hungarian high schools (1867–1914)Ágoston Berecz, 2023, izvirni znanstveni članek Povzetek: This article highlights the role investment in Hungarian-language skills played in the social reproduction of the Romanian national elite in Dualist Hungary. At any point during the era, little less than half of middleclass Romanian students attended Hungarian-language high schools, which their parents largely considered as language training institutions. Parental choices and the sons’ experiences gain significance when set against the view that such investment in linguistic capital was a subversive practice challenging nationalist mobilization. Based on former students’ memoirs, school yearbooks, and histories, this article concentrates on the strategies of parents, the class-based inequality of access to Hungarian, the language policies of schools, and teachers’ ambiguous treatment of Romanian students.
Ključne besede: secondary education, national indifference, Dualist Hungary, Romanian history, multilingualism, individual bilingualism
Objavljeno v DiRROS: 21.07.2025; Ogledov: 993; Prenosov: 506
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7. Sistematično poučevanje govornega nastopanja pri slovenščini kot izhodišče za medpredmetno povezovanje in razvijanje raznojezične zmožnostiJanja Žmavc, 2024, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Povzetek: In this paper, we address the role of linguistic diversity in oral performance across the educational vertical. As a possibility for the successful implementation of cross-curricular integration through systematic and contextualised teaching of effective speaking, we present the Framework for Vertical Teaching of Oral Performance, as a basis for a holistic approach to the planning and implementation of pedagogical activities aimed at developing students' communicative competence. In the first part, we define oral performance as a multidimensional component of classical rhetoric and show the necessity of incorporating a rhetorical perspective into the conception of public speaking in education. Complementing classical rhetoric with the concept of oracy, we add a translanguaging approach to establish the link between teaching of spoken language, rhetoric as a process-based formation of a speaker, and the idiolects in the school. Finally, we present the Framework and outline main points that serve as a basis for developing pedagogical practices. The significance of a rhetorical pedagogy, which incorporates the role of institutional recognition of the individual's idiolect, is that it evokes the values of humanistic education, thus going beyond the narrow developing of linguistic skills and therefore constituting a vital part of the education’s general aims and goals.
Ključne besede: education, oral pefrormance, rhetoric, Slovene lessons, cross-linguistic integration, multilingualism, linguistic skills
Objavljeno v DiRROS: 27.01.2025; Ogledov: 988; Prenosov: 524
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