Yugoslav Children in Viennese Schools

Prema jednoj austrijskoj anketi, naši građani na privremenom boravku i radu u pokrajini Beč pripadaju najnižoj socijalnoj kategoriji. Njihova djeca školuju se u Volksschule, rijetko kad dospijevaju dalje od Hauptschule (viši razredi osnovne škole), a redovito su zastupljena i u Sonderschule (specijalna škola). Bečke osnovne škole nastoje integrirati djecu stranih radnika, ali vode brigu i o njihovoj reintegraciji u domovini. Deklariraju otpor prema asimilaciji mladih stranaca. Pohađanje Jugoslawisch-Kursa (školski žargon za jugoslavensku dopunsku nastavu na materinskom jeziku) ionako je dobrovoljno, a gramatika materinskog jezika. koji je našoj djeci ponajčešće prvi strani jezik, čini im se suviše složenom, pa često odustaju od te vrste nastave. Postavlja se dilema da li bi bilo bolje izraditi atraktivne multimedijske nastavne programe koji bi malim migrantima omogućili da svladaju materinski jezik još za vrijeme boravka u inozemstvu, ili bi ih bilo bolje otrgnuti iz te sredine i vratiti u domovinu na školovanje.According to an Austrian survey, Yugoslav citizens temporarily residing and working in the province of Vienna belong to the lowest social category. Their children generally attend Volksschule, sometimes they get as far as Hauptschule (higher forms of elementary school), and they are “regulars” in Sonderschule (special schools). Viennese elementary schools\u27 endeavours are directed at the children\u27s integration into the school and the host community, without simultaneously dismissing the idea of their possible future reintegration in their home country. But the young foreigners\u27 assimilation does not seem to be at issue, at least not pronouncedly. Since our children\u27s attendance at Jugoslawisch-Kurs (the school jargon relating to Yugoslav supplementary education in their mother tongue) is not compulsory, and they seem to find the grammar of their mother tongue – which may happen to be their first second language in actual fact – too complicated anyway, they frequently choose not to attend mother-tongue classes. Hence a dilemma as to whether it would be better to create attractive multimedia programmes of instruction in order to enable young migrants to master their mother tongue while still abroad, or to encourage their return to the homeland for further education