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2013, vol. 26, br. 4, str. 135-142
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Lingvističko-pedagoški aspekt uloge nastavnika u dvojezičnoj nastavi
Linguistic-pedagogical aspect of the role of a teacher in a bilingual teaching
Sažetak
Ovaj rad analizira lingvističko-pedagošku ulogu i odgovornost nastavnika razredne ili predmetne nastave u dvojezičnoj nastavi. U prvim fazama implementacije dvojezične nastave većina zainteresovanih nastavnika može osećati izvesnu zabrinutost za svoje lingvističko-komunikativne kompetencije i mogućnost realizacije nastave na stranom jeziku. Ciljevi dvojezične nastave i nastave stranog jezika nisu isti, pa su kompetencije koje se preporučuju u zvaničnim dokumentima, a koje podrazumevaju poznavanje stranog jezika najmanje na B2 nivou, sasvim dovoljne, jer se dvojezična nastava zasniva na usvajanju stranog jezika kroz komunikaciju usmerenu na sadržaj nelingvističkog predmeta. Izvođenje nastave na stranom jeziku u početku nije lako, ali osnovni problem u realizaciji dvojezične nastave nije lingvističke, već metodološke prirode, pa su neophodne temeljna obuka i priprema budućih predavača, koje bi obuhvatile rad na usklađivanju nastavnih tehnika koje se primenjuju u okviru predmeta koji predaju i nastavnih tehnika koje se primenjuju u modernoj nastavi stranog jezika.
Abstract
This paper analysis linguistic-pedagogical role and responsibilities of class or subject teachers in bilingual teaching. In the first phases of implementation of bilingual teaching, most of interested teachers can feel certain anxiety for linguistic-communicative competencies and possibilities of realization of teaching in a foreign language. Aims of bilingual teaching and foreign language teaching are not the same, so the competencies recommended in official documents, and which mean that foreign language knowledge should be at least at B2 level, is sufficient, because bilingual teaching is based on adoption the foreign language through communication directed to contents of non-linguistic subject. At the beginning, teaching in a foreign language is not easy, but the basic problem of realization of bilingual teaching is nor linguistic, but it is methodological. This is why there should be thorough preparation of future lecturers, and this would include harmonization of teaching techniques applied in the subject within the subject they teach and teaching techniques applied in modern foreign language teaching.
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