Class introduction of immigrant children in Slovenia and England

Naraščajoči imigracijski trendi v evropskem prostoru v zadnjih letih postavljajo izobraževalne sisteme pred pomembne izzive. Ob tem se zastavlja vprašanje, kako uspešno vključiti otroke priseljence v šole. Da bi bilo to čim bolj učinkovito, je treba poseben poudarek nameniti tudi uvajanju učenca v razred, kar bo predmet magistrskega dela. Magistrsko delo je razdeljeno na dva dela. V teoretičnem delu je posebna pozornost namenjena področju začetnega uvajanja otrok priseljencev na razredni stopnji z vidika otroka priseljenca, šole, razreda in usposobljenosti učiteljev. Analizirali smo raziskave in prakse, ki se ukvarjajo z uvajanjem otrok priseljencev v razred. Prav tako pa so v tem delu terminološko razmejeni pojmi, kot sta integracija in inkluzija, ker ju večina učiteljev uporablja za iste namene. V zaključku teoretičnega dela smo podali predloge za izboljšanje področja dela z otroki priseljenci. V empiričnem delu smo zastavili nekaj ključnih vprašanj, in sicer: kakšne pristope uporabljajo učitelji za uvajanje otroka priseljenca, kako se na sprejem otroka priseljenca pripravijo na ravni šole, kako se na to pripravijo v razredu, ali se z vstopom otroka priseljenca v razred spremeni delo učitelja, in če se, kako, ter ali se učitelji počutijo dovolj usposobljeni za uvajanje otroka priseljenca v razred. Naredili smo analizo uvajanja otrok priseljencev v treh šolah v Sloveniji in dveh šolah v Angliji ter analizo prednosti in slabosti v pristopih uvajanja otrok priseljencev v teh šolah v obeh državah. Uporabili smo deskriptivno-raziskovalno metodo. Za empirični del smo uporabili vnaprej pripravljen vprašalnik z okvirnimi vprašanji, s pomočjo katerega smo izpeljali ustni intervju. Vprašanja so odprtega tipa in so se med intervjujem prilagajala in dopolnjevala s podvprašanji z namenom pridobitve smiselnih in natančnejših odgovorov. Intervjuje smo izvedli s tremi otroki priseljenci iz Slovenije in tremi iz Anglije, ter dvema učiteljema iz Anglije in tremi iz Slovenije. Ugotovili smo, da pri pripravi šole na prihod učencev priseljencev v Angliji na šolah, kjer je bil izveden intervju, ne izvajajo posebnih specifičnih dejavnosti in aktivnosti na ravni šole in otroke razvrščajo glede na znanje, medtem ko se v Sloveniji na šolah, kjer je bil izveden intervju, izvaja posebna priprava na prihod otrok priseljencev v razred in predhodna priprava razreda. Razlike so tudi pri uvajanju otrok priseljencev v prvih tednih na ravni šole in razreda, in sicer v Angliji sta v razredu dve osebi, učitelj in asistent, medtem ko je v Sloveniji samo en učiteljv Angliji se razreda posebej ne pripravlja na prihod novega učenca, medtem ko se v Sloveniji izvajajo različne aktivnosti priprave razreda, na primer preko pogovora z razredom, predhodnega pogovora z otrokom priseljencem, prilagoditve sedežnega reda, priprave zemljevidav Angliji je poudarek na enaki obravnavi vseh učencev, medtem ko v Sloveniji poskušajo učitelji, kot je bilo ugotovljeno z intervjuji, učencem priseljencem olajšati prve tedne z individualnimi urami, pripravami učnih listov v obeh jezikih, s prilagojeno uporabno slikovnega gradiva ipd.jutranjo in popoldansko varstvo je v Angliji namenjeno samo za igranje in druženje, medtem ko je v Sloveniji nekaj časa v varstvu namenjenega tudi pisanju domačih nalograzlike so v interesnih dejavnostih, ki so v Angliji večinoma plačljive, medtem ko so v Sloveniji organizirane na ravni šol v sklopu interesnih dejavnostidodatni in dopolnilni pouk se v Anglij ne izvaja, medtem ko se le-ta v Sloveniji izvaja in ga obiskujejo otroci glede na njihove potrebe. Ugotovljene razlike med dvema državama so med drugim tudi rezultat dejstva, da ima Anglija daljšo tradicijo na tem področju, poleg tega pa se obe državi razlikujeta, kako je to področje zakonsko urejeno v aktualni zakonodaji.Growing immigration flows into Europe in recent years pose significant challenges for education systems. This raises the question of how to successfully integrate migrant children into schools. In order for integration to be as successful as possible, particular attention must be given to welcoming students to the class, which is the subject of our master\u27s thesis. The thesis consists of two parts. In the first part, we focused in particular on the initial welcoming process for migrant children at the classroom level from the perspectives of migrant children, the school, the classroom, and teacher qualifications. We looked at various studies and practices dealing with welcoming migrant children into the classroom. In addition, we defined terms such as integration and inclusion section, as most teachers used them with the same meaning. We also proposed suggestions on how to improve working with migrant children. In the second part, we asked some key questions: what approaches did teachers use for welcoming migrant children, what kind of practices were implemented for admitting migrant pupils both at the school and classroom level, whether the work of teachers changed after admitting migrant children, and if so, how, and whether teachers felt sufficiently qualified for welcoming migrant children into the classroom. We conducted an analysis of the welcoming process of immigrant children in three schools in Slovenia and two schools in England, as well as an analysis of the advantages and disadvantages of approaches in those schools in both countries. The descriptive research method was used. For the empirical part, we used a pre-written questionnaire with framed questions to conduct an oral interview. The questions were open-ended and were adjusted and supplemented with sub-questions where needed to obtain more meaningful and accurate answers. We conducted interviews with three migrant children from Slovenia and three from England, as well as two teachers from England and three from Slovenia. The findings showed that found that schools in England where interviews were conducted did not prepare for the arrival of migrant pupils by implementing specific activities at the school level and placed children in the classroom based on their level of knowledge, while schools in Slovenia had prior preparations in place for admitting migrant children and prepared the class beforehand. Differences were also found in the welcoming process for migrant children in the first few weeks on both the school and classroom level. In England, there were two people in the classroom, a teacher and a teaching assistant, while in Slovenia, there was only one teacherin England, the class did not specifically prepare for the arrival of a new pupil, while in Slovenia various class preparation activities were carried out, e.g. class discussions, prior conversations with the migrant child, seating arrangements, and preparing a mapin England, the emphasis was on equal treatment of all pupils, while in Slovenia, based on the interviews, teachers tried to make it easier for migrant pupils to settle in by providing individual lessons, preparing worksheets in both languages, using visual material, etc. in the first weeksin England, morning and afternoon care focused only on playing and socializing, while in Slovenia, it was also devoted to homeworkextracurricular activities in England were mostly not free, while in Slovenia they were organized at the school leveladditional and supplementary instruction was not provided in England, while in Slovenia it was and was attended by children if needed. The differences between the countries can, among other things, be explained by the fact that England has had much more experience in this area, and that the legislation of both countries was quite different