Geography Lessons for Immigrant Students in Slovenian Schools

Magistrsko delo se ukvarja s poukom geografije za učence priseljence v slovenskih osnovnih šolah. Naš namen je raziskati, kako bi lahko pri učencih priseljencih čim hitreje dosegli zadovoljivo integracijo pri pouku geografije v slovenskih osnovnih šolah. Zanimalo nas je, kakšne možnosti imamo kot učitelji za integracijo učencev priseljencev v slovenski izobraževalni sistem in pouk geografije na podlagi slovenske zakonodaje. Ugotavljali smo, ali je takojšnja vključitev v redni pouk za učence priseljence brez predhodnega jezikovnega znanja učnega jezika vedno smiselna. Ker je številčno največ priseljencev iz Bosne in Hercegovine, smo se v delu posvetili primerjavi pouka geografije v Sloveniji in Bosni in Hercegovini. Želeli smo izvedeti, kakšna geografska znanja lahko sploh pričakujemo od učenca priseljenca iz Bosne in Hercegovine, ki se v določenem razredu vpiše v osnovno šolo v Sloveniji. Izpostavili smo dosežke pri pouku geografije, ki jih morajo vsi učenci dokazati za napredovanje v višji razred ter poudarili, katere od naštetih naj bi učenec priseljenec iz Bosne in Hercegovine že dosegel v določenem razredu pri pouku geografije v svoji matični državi. Naredili smo tudi osnovni nabor geografskih terminov in predstavili nekaj primerov prilagojenega geografskega učnega gradiva za delo z učenci priseljenci ter tako predlagali nekaj konkretnih rešitev pri poučevanju geografije učencem priseljencem.The Master\u27s thesis deals with teaching geography to immigrant students in Slovenian primary schools. We aim to research how a satisfactory level of integration of immigrant students in geography lessons in Slovenian primary schools could be achieved. We were interested in finding out what options teachers have, based on Slovenian legislation, for the integration of immigrant students into the Slovenian educational system and geography lessons. Our aim was to determine whether it always makes sense to immediately include immigrant students in regular classes without them possessing any prior knowledge of the language of instruction. The thesis focuses on the comparison of geography lessons in Slovenia and Bosnia and Herzegovina because the largest number of immigrants originate from Bosnia and Herzegovina. Another key question was what kind of geographical knowledge we can expect from an immigrant student from Bosnia and Herzegovina who enrolls in a certain grade in a Slovenian primary school. We presented the amount of knowledge in geography that all students must obtain in order to advance to the next class. We also highlighted how much of this knowledge should have been obtained by an immigrant student from Bosnia and Herzegovina in a certain class during geography lessons in their home country. In addition, we prepared a basic selection of geographical terms and presented some examples of teaching materials, adapted for working with immigrant students. Thus, we proposed some actual solutions for teaching geography to immigrant students