THE USE OF DIALECTS AMONG PUPILS OF THE PRIMARY SCHOOL LAST TRIENNIUM

Učenci pridejo v osnovno šolo z znanjem pogovorne ali narečne zvrsti jezika, knjižnega jezika pa se morajo v šoli šele naučiti. Učitelj učencev ne sme zastrašiti s svojim učnim ravnanjem. V njih ne sme vzbujati vtisa, da je njihovo dotedanje znanje neuporabno in da se morajo vsega naučiti v šoli. H knjižnemu jeziku mora preiti tako, da v nižjih razredih dopušča tudi narečje kot sredstvo sporazumevanja. Zelo pomembno je, da učitelj upošteva didaktično načelo naslonitve knjižnega jezika na vsakdanji govor učencev. Narečje svojih učencev mora zato dobro poznati in ga spoštovati. Sprejemati mora jezikovne različice svojih učencev, do njih mora biti strpen, vendar jih mora opozarjati na druge možne različice. Učence mora postopoma navaditi na različne načine govorjenja glede na okoliščine sporočanja. Narečja so zastopana tudi v učnem načrtu za slovenščino za osnovnošolsko izobraževanje. V ciljih se narečje pojavlja kot izhodišče za usvajanje knjižnega jezika, učenec loči med knjižnim in neknjižnim jezikom in se hkrati zaveda, v kakšnih okoliščinah je raba prvega ali drugega ustreznejša. Učenec spoznava narečje tudi kot socialno zvrst. V učnem načrtu je upoštevano načelo naslonitve knjižnega jezika na vsakdanji govor učencev. Raba narečij med učenci zadnjega triletja osnovne šole je raziskana na Osnovni šoli Destrnik, kjer se govori prleško narečje, in na Osnovni šoli Sveta Trojica, kjer je v rabi slovenskogoriško narečje. Obe narečji sta v diplomskem delu tudi obravnavani.Pupils begin primary school with knowledge of colloquial or dialectic language, while the literary language is learned afterwards. Teacher must not frighten pupils with his/her teaching methods. Pupils must not get an impression that their previous knowledge is useless and that all the new knowledge must be obtained from school. The pass over to the literary language should be gradual and the teacher must allow pupils to use dialects as a way to communicate. It is very important to respect the didactical principle to lean the literary language to the everyday language of pupils. Teacher must be familiar with his/her pupils\u27 dialects and respect them. It means that teacher should accept language varieties and be tolerant. But, he/she also needs to direct them to the other possible language varieties. Pupils should be accustomed to the different ways of expressing themselves according to the different ways of communication. Slovenian language teaching plan for primary school education includes dialects as well. Goals contain dialects as an origin for further accepting of the literary language. A pupil becomes aware of the difference between literary language and dialects and knows which one is more appropriate in regards to the surroundings. Dialects also become a social issue. Teaching plan includes the didactical principle to lean the literary language to the everyday language of pupils. The use of dialects among the pupils of the primary school last triennium has been researched in Destrnik Primary School and Sveta Trojica Primary School. The first one is famous for Prlek dialect and the second one for Slovenske gorice dialect. The both dialects are discussed in diploma thesis