Evropski jezikovni listovnik (EJL) v slovenskem osnovnem šolstvu: perspektiva učiteljev

The European Language Portfolio (ELP) is a unique, pan-European language learning material, aimed at supporting life-long language learning and the development of learner autonomy and intercultural competences. The article outlines the ELP's origins, structure and functions, and its impact on foreign language learning and teaching in Europe. Of the Slovenian ELP models, the two intended for primary school have been the most widely-implemented. Their implementation was the subject of a three-year study, in the context of a national piloting project involving over 600 learners and 100 teachers, held in 2008 and 2009. Due to the complexity and scope of the study, this article focuses on the perspective of the teachers, as carriers of pedagogical innovation. The results show that the two versions of ELP validated for Slovenian primary schools are judged by the teachers as being quality materials which are well-adapted to the learners. This pilot period yielded a number of positive effects in both teaching and learning, most notably more communicative and learner-centered instruction formats, and an increase in the learners' motivation and self-assessment skills. The main concern was strained lesson planning, due to the fact that the ELP was not integrated into the curriculum. Overall, the study shows that, of the two parallel functions of the ELP, the documenting of language learning and achievement is more readily embraced, while the self-assessment and self-directedness aspects involve a paradigm shift, which would require further sustained and widely-supported implementation. This would enable the full unfolding of the ELP's great potential for the promotion of language and intercultural competences and lifelong learning in Slovenia and in Europe. Evropski jezikovni listovnik (EJL) je edinstveno evropsko gradivo za učenje jezikov, namenjeno podpori vseživljenjskega učenja jezikov in razvijanju avtonomije učenca in njegovih medkulturnih zmožnosti. Članek predstavi razvoj Listovnika, njegovo zgradbo in funkcije ter vpliv na učenje in poučevanje tujih jezikov v Evropi. Od modelov Listovnika, razvitih v Sloveniji, sta bila do sedaj najširše uporabljena dva za osnovno šolo. Njuna vpeljava je bila predmet triletne raziskave v kontekstu pilotiranja na nacionalni ravni, v katerem je v letih 2008 in 2009 sodelovalo več kot 600 učencev in 100 učiteljev. Zaradi obsega in kompleksnosti pridobljenih podatkov se članek osredotoča na perspektivo učiteljev kot nosilcev pedagoške inovacije. Rezultati kažejo, da dva modela EJL, validirana za slovenske osnovne šole, učitelji ocenjujejo kot kvalitetna gradiva, dobro prilagojena potrebam učencev. Njuno pilotiranje je v očeh učiteljev dalo vrsto pozitivnih učinkov, predvsem bolj komunikacijski in na učenca osredinjen pouk ter povečanje motivacije in sposobnosti samoocenjevanja pri učencih. Glavni problem je bil težavno načrtovanje pouka, ker EJL ni vključen v učni načrt. V splošnem rezultati kažejo, da je od dveh vzporednih funkcij EJL lažje sprejeto dokumentiranje procesa in dosežkov učenja jezikov, medtem ko tisti njegovi vidiki, ki se tičejo avtonomije učenja, zahtevajo spremembo miselnosti, za katero je potrebna daljša kontinuirana in podprta vpeljava. Ta bi omogočila polno doseganje velikega potenciala EJL za spodbujanje jezikovnih in medkulturnih zmožnosti ter vseživljenjskega učenja v Sloveniji in v Evropi