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Jezikovna politika Evropske unije spodbuja poučevanje vsaj dveh tujih jezikov že od zgodnjega otroštva, kar močno vpliva na snovanje vzgojno-izobraževalnih programov. Vendar obstajajo ključne razlike med usvajanjem in učenjem tujih jezikov. Z vidika poučevanja se, še posebej pri mlajših otrocih, kaže vedno večja potreba po spodbujanju jezikovnega zavedanja kot pa po učenju jezika. To vlogo je v preteklosti že večkrat odlično opravil esperanto, planski jezik, ki je s svojo jasno strukturo in jezikovno pravilnostjo deloval kot odskočna deska za učenje drugih naravnih jezikov. V predšolskem obdobju bi lahko enako vlogo odigral jezik toki pona. Toki pona je pomensko, leksikalno in fonetično minimalističen planski jezik, kar omogoča hitro učenje jezika. Poleg tega ima razvit lasten znakovni jezik in več logografskih načinov zapisa, kar jeziku poleg jezikovnega doda tudi motorični in vizualni element. Zaradi tega bi bila lahko toki pona primerna kot prvi tuji jezik v predšolskem obdobju, kar utemeljujem v tem delu. Fonetične, leksikalne in pomenske značilnosti jezika primerjam z govornim razvojem otrok ter izpostavim lastnosti, zaradi katerih bi lahko potekalo učenje toki pone ob sočasnem usvajanju maternega jezika. Naravno spodbujanje čuječnosti, znakovni jezik luka pona in logografski zapis sitelen pona pa izpostavim kot ključne prvine jezika, s katerimi jezik hkratno zadovolji tudi zahteve jezikovnega zavedanja tj. primernost za vse razvojne stopnje, omogočanje kreativne uporabe, omogočanje jezikovnega analiziranja, kakor tudi izgovarjanje, branje in pisanje že v najzgodnejšem obdobju. V zaključku izpostavim tudi nekatere slabosti ter potrebne nadaljnje korake, kot so izobraževanje, priprava gradiv in praktična izvedba. The European Union's language policy promotes the teaching of at least two foreign languages from an early age, which has a strong influence on the design of educational programmes. However, there are significant differences between the acquisition and learning of foreign languages. From an educational point of view, there is an increasing need, especially for younger children, to promote language awareness rather than language learning per se. This task has been repeatedly fulfilled in the past by Esperanto, a constructed language whose clear structure and linguistic regularity served as a springboard for the learning of other natural languages. In the preschool years, Toki Pona could play the same role. Toki Pona is a minimalistic, constructed language in terms of meaning, lexis and phonetics, allowing for rapid language learning. In addition, it has developed its own sign language and several logographic writing systems, which give the language a motor and visual component in addition to the linguistic one. For these reasons, Toki pona may be suitable as a first foreign language in the preschool years, as I argue in this paper. I compare the phonetic, lexical and semantic features of the language with children's language development and highlight the features that could make learning Toki Pona possible alongside native language acquisition. I also highlight the natural presence of mindfulness, the sign language luka pona and the logographic writing system sitelen pona as key features of the language that simultaneously meet the requirements of language awareness, i.e. accessibility to all ability levels, enabling creative use, enabling language analysis, as well as pronunciation, reading and writing from a very early age. In conclusion, I also highlight some weaknesses and the further steps that need to be taken, such as training, preparation of materials and practical implementation. |
