Pedagoška vrednost semiotične diverzitete v avtizmu in slovensko-francoskem bilingvizmu

Diplomska naloga raziskuje kognicijo, jezik in zavest na področju avtizma in slovensko-francoskega bilingvizma. Problematika se ne tiče samo jezikoslovja, temveč tudi pedagogike in didaktike. V teoretičnem delu predstavimo komunikacijo in intersubjektivnost z razvojnega in semiotičnega vidika ter ju povežemo z institucionalnim diskurzom o drugačnih otrocih. V empiričnem delu proučujemo različne načine njihovega izražanja, imenovanih mentalni jeziki, in sicer za tri skupine otrok: z avtizmom, s slovensko- francoskim bilingvizmom ter z avtizmom in slovensko- francoskim bilingvizmom. Analiza njihovih naracijskih diskurzov nam pokaže, da se dosežki za posamezni mentalni jezik med njimi razlikujejo. Domnevamo, da raba tujega jezika lahko doprinese k izboljšanju dosežkov otrok v mentalnih jezikih in krepitvi njihove jezikovne zmožnosti kot govorcev. Mehanizmi usvajanja in učenja jezika so pomemben del nevrorazvojnega konteksta v komunikaciji z drugačnimi otroci, komunikacija pa je osrednje področje pedagoške prakse. Kakovost odnosa med otrokom in pedagogom pa pogojuje še vzajemno razumevanje in interpretacija njunega različnega nezavednega.Diploma thesis deals with questions of cognition, language and consciousness in the fields of autism and slovene-french bilingualism. They concern not only linguists, but also professionals in the fields of pedagogy and didactics. In the theoretical part, we present communication and intersubjectivity from a developmental and a semiotic view and we connect them with institutional discourse on children called different. In the empirical part, we study different ways of expression by so calles mental languages, for three groups of children: with autism, with slovene-french bilingalism and with autism and slovene-french bilingualism. The analysis of their narration discourses shows different achievements for each mental language. We suggest that the use of foreign language could ameliorate children\u27s achievements in mental languages and also their language ability as a speaker. Mechanisms of language learning and acquisition, become an important part of neurodeveloppemental context in communication with children called different and thereby, the communication the central part of pedagogy practice. The quality of relationship between a child and a pedagogue is conditioned even more by the mutual understanding and interpretation of their different unconscious minds