542 KB0 KB200920252019Lamy-Joswiak, Anne-Cécileštevilka:1letnik:11str. 229-250ISSN:1855-8453COBISSID:70847842URN:URN:NBN:SI:doc-8GHY9VVOfrZnanstvena založba Filozofske fakulteteVestnik za tuje jezikefrancoščinapodoba učiteljarojeni govorcisociolingvistikatuji jezikiučitelji tujega jezikaReprésentations de l'enseignant natif chez les apprenants slovenes au niveau secondaire|This article focuses on the representations of the native/non-native teacher among allophone learners in the context of teaching French as a foreign language (FLE) in Slovenia, where, in order to enrich learning of foreign languages, native-teachers were hired to provide collaborative teaching: native and non-native teachers would rotate language- and culture-based contents to be taught consecutively in the classroom. In this context it was believed that the native teacher would represent added value to this team-teaching project. Therefore, the question arises as to how learners, faced with this situation, perceive their learning and foreign language teachers according to their sociolinguistic status. The aim of our research is to identify the criteria for such a perception by asking students about their representations of the native-teacher in comparison to those of their non-native teacher, using a questionnaire. According to our assumptions, these representations would change according to students' language levels. The choice of a comparative study between students' levels was motivated by the special relationship they have with the native teacher, considering their learning habits and teaching contents. Quantitative and qualitative analyses of the results reveal the impact of teachers' sociolinguistic status on the representations of the learners, language and learningPredstave slovenskih dijakov o učitelju - domačem govorcu Prispevek se osredotoča na pomen podobe učitelja tujega jezika - domačega oz. priučenega govorca pri slovenskih dijakih, ki obiskujejo pouk francoščine kot tujega jezika (FLE). Da bi obogatili učenje tujih jezikov, so v Sloveniji uvedli sistem timskega poučevanja, pri katerem naj bi učitelja - domači in priučeni govorec tujega jezika - v razredu izmenjaje poučevala vsebine, povezane z jezikom in kulturo. V tem timskem pedagoškem projektu naj bi domači govorec predstavljal dodano vrednost. Pri tem se postavlja vprašanje, kako učenci, ki jih poučuje ta edinstvena dvojica učiteljev, gledajo na učni proces in na svoja učitelja tujega jezika glede na njun sociolingvistični položaj. Cilj naše raziskave je bil prepoznati kriterije, po katerih dijaki oblikujejo svoje mnenje o učitelju tujega jezika. V ta namen smo sestavili vprašalnik, v katerem so dijaki opisali podobo, ki so si jo izoblikovali o učitelju - domačem govorcu francoščine, v primerjavi s podobo, ki so si jo ustvarili o učitelju - priučenem govorcu francoščine. Predvidevali smo, da bo podoba učitelja odvisna od jezikovne ravni dijakov. Izvedli smo primerjalno analizo, saj učenci z učiteljem - domačim govorcem jezika zaradi drugačnih oblik in vsebin poučevanja oblikujejo poseben odnos. Kvantitativna in kvalitativna analiza rezultatov je pokazala, da učiteljev sociolingvistični položaj vpliva na predstave, jezik in učenje dijakovTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaZnanstvena založba Filozofske fakultete