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Title:Izkušnje in mnenja staršev o pouku romščine in romske kulture
Authors:ID Zorčič, Sabina (Author)
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Language:Slovenian
Typology:1.16 - Independent Scientific Component Part or a Chapter in a Monograph
Organization:Logo INV - Institute for Ethnic Studies
Abstract:Prispevek obravnava izkušnje in mnenja romskih staršev glede pouka romskega jezika in romske kulture, ki ga obiskujejo njihovi otroci. Romski otroci v Sloveniji vstopajo v slovenski izobraževalni sistem z različnimi jezikovnimi kompetencami v slovenščini in romščini, pri čemer – v nasprotju z ostalima dvema ustavno priznanima manjšinama – nimajo možnosti izobraževanja v svojem prvem jeziku. Številne raziskave in priporočila izpostavljajo pomen zgodnjega vključevanja v vrtce in dodatnega učenja jezika izobraževanja za romske otroke, a hkrati opozarjajo na potrebo po vključitvi romskega jezika in kulture v šolski kurikulum, pri čemer je treba upoštevati raznolikost narečij v romski skupnosti. Raziskava, ki je predstavljena v prispevku, je vključevala anketiranje 30 staršev s področja Bele krajine in Prekmurja. Podali so svoje izkušnje z dopolnilnim poukom romskega jezika in romske kulture, obenem pa odgovorili tudi na vprašanja, ki se nanašajo na rabo, znanje in odnos do romskega jezika. Rezultati kažejo, da večina staršev doma govori romsko, vendar se uporaba slovenščine razlikuje glede na regijo. Starši običajno pozitivno ocenjujejo znanje romskega jezika svojih otrok, vendar izražajo skrb glede njihovega znanja slovenščine, še posebej v Beli krajini, kjer je to pogosto nižje. Starši cenijo trenutni model dopolnilnega pouka ter ta dodatni angažma z njihovimi otroki v šoli vidijo kot pozitivno pridobitev za otroke. Izvajanje pouka je tako dober način za boljšo vključenost romskih otrok k pouku in dolgoročno možno boljšo učno uspešnost ter izboljšanje samega odnosa do izobraževanja. Prispevek poudarja sociolingvistične razlike med Prekmurjem in Belo krajino, ki vplivajo na jezikovno samozavest in identiteto govorcev.
Keywords:romski jezik, dopolnilni pouk, osnovna šola, mnenja staršev, Slovenija
Publication status:Published
Publication version:Version of Record
Place of publishing:Ljubljana
Year of publishing:2025
Number of pages:Str. 359-383
PID:20.500.12556/DiRROS-28076 New window
UDC:37:323.15
DOI:10.69070/2026_15 New window
COBISS.SI-ID:270974467 New window
Publication date in DiRROS:09.03.2026
Views:43
Downloads:12
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Record is a part of a monograph

Title:Raznolikost v raziskovanju etničnosti : izbrani pogledi IV
Editors:Janez Pirc, Lara Sorgo
Place of publishing:Ljubljana
Publisher:Inštitut za narodnostna vprašanja
Year of publishing:2025
ISBN:978-961-6159-93-7
COBISS.SI-ID:264592387 New window

Document is financed by a project

Funder:ARIS - Slovenian Research and Innovation Agency
Project number:P5-0081-2020
Name:Manjšinske in etnične študije ter slovensko narodno vprašanje

Licences

License:CC BY-ND 4.0, Creative Commons Attribution-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nd/4.0/
Description:Under the NoDerivatives Creative Commons license one can take a work released under this license and re-distribute it, but it cannot be shared with others in adapted form, and credit must be provided to the author.

Secondary language

Language:English
Title:Parents’ Experiences and Opinions on Romani Language and Culture Classes
Abstract:This article examines the experiences and opinions of Roma parents regarding Romani language and culture classes attended by their children. Roma children in Slovenia enter the education system with varying levels of proficiency in Slovene and Romani and, unlike members of the two constitutionally recognised national communities, do not have access to education in their first language. Numerous studies and policy recommendations emphasise the importance of early inclusion in preschool education and additional language learning for Roma children, while also highlighting the need to incorporate Romani language and culture into the school curriculum, taking into account the considerable dialectal diversity within the Roma community itself. The study is based on a survey of thirty parents from the Bela Krajina and Prekmurje regions. Respondents shared their experiences with supplementary Romani language and culture classes and answered questions related to language use, language competence, and attitudes towards the Romani language. The findings indicate that most parents use Romani at home, while the use of Slovene varies by region. Parents generally assess their children’s knowledge of Romani positively but express concerns about their proficiency in Slovene, particularly in Bela Krajina, where levels are often lower. Parents appreciate the current model of supplementary classes, viewing this additional engagement within the school setting as beneficial for their children. These classes are therefore regarded as an effective means of enhancing the inclusion of Roma children in the educational process and, in the long term, improving their academic performance and attitudes towards schooling. The article also highlights sociolinguistic differences between Prekmurje and Bela Krajina, which shape speakers’ linguistic self-confidence and identity
Keywords:Romani language, supplementary classes, primary school, parents’ opinions, Slovenia


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