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2013, vol. 26, br. 1, str. 62-83
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Upotreba priča za kontekstualizaciju nastave engleskog jezika na mlađem uzrastu u Srbiji
Contextualising language learning through stories in Serbia
Keywords: TEYL; young learners; primary English curriculum in Serbia; authentic stories; contextualisation
Sažetak
Savremena literatura i istraživanja koja se bave nastavom engleskog jezika na mlađem uzrastu smatraju da je pričanje priča idealno sredstvo za kontekstualizaciju nastave stranog jezika jer omogućava učenicima da se sretnu sa autentičnim jezikom (Nikolov i dr., 2007), da usmere pažnju na značenje, a ne na formu i gramatičke konstrukcije, da diskutuju o temama koje su im bliske i interesantne i da pri tome uživaju kako u priči, tako i u jezičkim aktivnostima vezanim za priču. Time pričanje priča podstiče kako lingvistički, tako i socijalni, kognitivni i emocionalni razvoj mlađih učenika i zadovoljava osnovne uslove neophodne za uspešnu nastavu stranog jezika (Brewster i dr., 2004; Cameron, 2008; Curtain & Dahlberg, 2010; Shin & Crandall, 2014; Wright, 2009). Iako savremena pedagogija naglašava značaj upotrebe priča u nastavi stranog jezika, one još nisu našle svoje mesto u osnovnoškolskom nastavnom programu za engleski jezik u Srbiji. Polazeći od činjenice da priče imaju značajnu ulogu u nastavi maternjih jezika u Srbiji, kao y da je engleski jezik obavezan nastavni predmet od prvog razreda osnovnog obrazovanja i vaspitanja (Nastavni plan i program za osnovno obrazovanje i vaspitanje, 2008), primećuje se neusaglašenost nastave engleskog jezika u pogledu uloge priča. Rad istražuje efikasnost upotrebe priča u nastavi engleskog jezika na mlađem uzrastu. U njemu se najpre objašnjavaju razlozi za upotrebu priča, a zatim se ukazuje na potrebu da se nastavnici engleskog jezika u Srbiji bolje upoznaju sa praktičnim aspektom upotrebe ove metode, pošto je pilot-istraživanje sprovedeno u Srbiji početkom 2013. godine pokazalo da se pričanje priča koristi u veoma maloj meri u nastavi (samo 10% ispitanika koristi priče u nastavi često, 25% jednom mesečno, dok 9% ispitanika koristi priče jednom u polugodištu), iako većina učesnika ankete iskazuje pozitivan stav prema ovoj metodi i svesna je njenih prednosti za jezički, socijalni i emocionalni razvoj učenika. Najzad, rad pokazuje kako se uspeh u nastavi engleskog jezika na mlađem uzrastu može ostvariti upotrebom priča i daje konkretne predloge u pogledu izbora priča za korišćenje u prva četiri razreda osnovne škole, kao i čitav niz nastavnih aktivnosti koje se mogu primeniti u sve tri faze pričanja priča (pre, u toku, i posle pričanja priča). Smernice koje rad daje za pripremu nastavnih aktivnosti vezanih za pričanje priča imaju za cilj da pomognu nastavnicima u primeni ove metode. Zaključuje se da pričanje priča ima veliki potencijal za kontekstualizaciju nastave engleskog jezika, i da, iako postavlja velike zahteve nastavnicima engleskog jezika, treba da bude korišćeno redovno u nastavi na mlađem uzrastu.
Abstract
Although pedagogical theory strongly supports the use of stories in teaching languages to children, stories are absent from the core EFL primary curriculum in Serbia. Moreover, EFL course books used in teaching young learners in Serbia do not include (authentic) stories on a regular basis. What are the possibilities of integrating authentic stories into the primary EFL curriculum? The paper aims to give the grounds for this innovative approach to teaching English in a young learner classroom. First, we give the rationale for using stories with young learners and study the potential of stories for providing the meaningful context for presenting and practising English; then we explore the ways of contextualising language (vocabulary, grammar, pronunciation, functions, subject content) by choosing appropriate stories and applying the storytelling techniques and activities that foster both linguistic and social and cognitive development of young learners, while providing fun and enjoyment. Finally, we offer a comprehensive analysis of contextualised language in four authentic storybooks and provide a variety of accompanying activities for each of four young learner primary grades, ready to be used in storytelling sessions. We conclude that the main value of stories in TEFL is in providing conditions similar to mother tongue acquisition, in which stories already play a significant role in Serbian primary curriculum.
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