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Creating a welcoming climate for accepting diversity, a preparatory course for newcomers ...

Creating a welcoming climate for accepting diversity, a preparatory course for newcomers ... First steps into the language of instruction (as L2) The example of Osnovna šola Koper - Primary and Lower Secondary School Anton Baloh, prof. Ljubljana, 12.11.2012. Project:

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Creating a welcoming climate for accepting diversity, a preparatory course for newcomers ...

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  1. Creating a welcoming climate for accepting diversity, a preparatory course for newcomers ... First steps into the language of instruction (as L2) The example of Osnovna šola Koper - Primary and Lower Secondary School Anton Baloh, prof. Ljubljana, 12.11.2012

  2. Project: • Towards a successful integration of immigrant students in education in Slovenija during the period 2008-2011 • Partners: • 6 partner primary-lower secondary schools • The Pedagogical Institute Ljubljana • The National Education Institute • The University of Primorska

  3. Aims of the project: • An analysis ofhow immigrant students are integrated in the schoolwork, • Examples of good practice, • Development of teaching materials and a tool for assessment (portfolio), • Individual learning programme, • Investigation of school-parent cooperation, • Introductory and sequel classesforimmigrant students

  4. Introductory classes and a course for parents

  5. MEETING DIFFERENT LANGUAGES AND CULTURES

  6. DIFFERENTIATION IN TEACHING

  7. Immigrant students and parents as partners

  8. TEACHING MATERIALS -for children between 9-14 years -emphasis on cross-curricular issues -exercises: easy-more demanding -a lot of illustrations, games

  9. Sequel classes during the school year • Students feel safe in the school, they know some of the teaching staff. • Their understanding of Slovene is very poor. • They have difficulties in meeting new students , are shy, the language often hinders making new social contacts. • They have to learn, two, some of them even three new languages (Slovene, Italian and English). • The Slovene national curriculum and the curricula in their countries are different. • They like staying together with other students from their country. • Very often their school achievement in Slovenia is lower than it was in their own country. • Sometimes the teaching staff has to help overcoming personal, emotional and behavioural problems and assist parents in overcoming economic problems.

  10. Individual programme

  11. The teaching staff andimmigrant students • Can’t speak the child’s mother language. • Knows little about his country and culture. • Need for professional training and experience. • Legislation and national teaching policy. • Different interpretation of the existing legislative options: adaptation and differentiation.

  12. Shift in perspective The multiethnic and multicultural perspective

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