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Slovensko-hrvaška meja že v preteklosti ni delovala razdruževalno. Ljudje so prehajali mejo (v obeh smereh) zaradi različnih razlogov, včasih samo začasno, pogosto pa za stalno. Slovenci na Hrvaškem narodni identiteti niso posvečali pozornosti in tudi ne oblikovali posebnega odnosa do slovenskega jezika. Do sprememb je prišlo po razpadu Socialistične federativne republike Jugoslavije, ko so postali narodna manjšina na Hrvaškem. Takrat se je v njih začela prebujati želja po samoorganiziranju in učenju slovenskega jezika. Slovenski manjšini na Hrvaškem omogočata hrvaška in tudi slovenska zakonodaja različne možnosti ter podporo pri ohranjanju slovenskega jezika. V skladu s hrvaško zakonodajo ima v okviru šolskega sistema pravico do pouka slovenskega jezika in kulture v osnovnih in srednjih šolah po t. i. manjšinskem šolskem modelu C. S strani Republike Slovenije pa ji je omogočeno učenje jezika v okviru poletne šole za otroke in mladostnike, projekta MIZS v Varaždinski županiji in dopolnilnega pouka slovenščine. O tem smo pisali v teoretičnem delu magistrske naloge, kjer smo sicer več pozornosti namenili dopolnilnemu pouku slovenščine, saj smo se v empiričnem delu osredotočili prav na njegovo delovanje in učitelje, ki ga izvajajo na Hrvaškem. Ugotovili smo, da v zadnjih letih število vpisanih v dopolnilni pouk večinoma narašča. Vanj se vključujejo posamezniki najrazličnejših starosti (od predšolskih otrok do odraslih) z motivi, ki so na eni strani v večini pragmatične narave, na drugi strani pa iz želje po ohranjanju narodne identitete. Učiteljem največji izziv pri delu predstavljajo heterogene skupine. Tako pri pouku uporabljajo različne učne metode in oblike ter kombinirajo različna učna gradiva. Za uspešno delo pri pouku pa je pomembno tudi sodelovanje s pristojnimi službami in starši. The Slovenian-Croatian border already in the past did not mean to disintegrate people of different nationalities. People were crossing the border (in both directions) for a variety of reasons, sometimes only temporarily but often permanently. Slovenes in Croatia did not pay attention to national identity and did not form a special attitude towards the Slovene language. After the break-up of the Socialist federal republic of Yugoslavia the position of the Slovene people has been changed, they have become a national minority in Croatia. At that time they started to feel the desire to self-organize and learn the Slovene language. The Slovene minority in Croatia is provided with various possibilities and support in preserving the Slovene language, as well as Croatian and Slovene legislation. In accordance with Croatian legislation, within the school system it has the right to teach Slovene language and culture in primary and secondary schools under the so called minority school model C. On the part of the Republic of Slovenia it is enabled to learn the language within the summer school for children and adolescents, the MIZS project in Varaždin and supplementary Slovene language classes. It will be written about this in the theoretical part of the master's thesis, where we will pay a little more attention to the supplementary teaching of Slovene language. We have seen that in the recent years the number of those enrolled to the supplementary classes have been increasing. Individuals of all ages (from preschool children to adults) have been included because of different motives, which are on one side mostly practical in nature, and on the other side they wish to preserve national identity. The biggest challenge for teachers are heterogeneous groups. Thus, they use different teaching methods and forms in the class and they combine different teaching materials. There is also very important to cooperate with competent educational services and parents to reach good results. |
