Prva stran



Številka 1/2017 ~ Issue 1/2017



Darija Skubic: Vloga vzgojiteljice oz. vzgojitelja v procesu razvijanja otrokove bralne pismenosti. Jezik in slovstvo. 1/2017. 3–15.
Učenje branja in pisanja na akademski ravni je vseživljenjski proces z začetkom v predšolskem obdobju. Na razvoj otrokove pismenosti vpliva več dejavnikov, med njimi so še posebej pomembna prepričanja vzgojiteljic oz. vzgojiteljev o razvoju pismenosti v zgodnjem otroštvu. V raziskavi, v kateri so sodelovali slovenski vrtci, smo ugotavljali stališča vzgojiteljic in vzgojiteljev do razvijanja bralne pismenosti v zgodnjem otroštvu. Rezultati so pokazali, da se vzgojiteljice in vzgojitelji zavedajo pomembnosti bralne pismenosti in svoje angažiranosti za njeno spodbujanje v vrtcu, a je potrebno v vrtcih (še naprej) zagotavljati sistematično razvijanje otrokove pismenosti, kar nedvomno vključuje dvig pričakovanj do otroka kot jezikovno kompetentnega partnerja.
Ključne besede: bralna pismenost, vzgojitelj oz. vzgojiteljica, stališča, vrtec

Darija Skubic: The preschool teacher’s role in the process of developing children’s reading literacy. Jezik in slovstvo. 1/2017. 3–15.
Learning to read and write at an academic level is a lifelong process starting in the preschool period. The development of children’s literacy is influenced by several factors, with preschool teachers’ beliefs regarding literacy development in early childhood being among the most relevant ones. In the survey, conducted in Slovenian kindergartens, we investigated preschool teachers’ attitudes towards reading literacy development in early childhood. The results showed that preschool teachers are aware of the importance of reading literacy and are committed to its reinforcement in kindergarten, but the systematic development of children’s literacy in Slovenian kindergartens nevertheless has to be ensured, which undoubtedly includes raising the expectations of the child as a linguistically competent partner.
Keywords: reading literacy, preschool teacher, attitudes, kindergarten

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2017|1|3–15



Igor Saksida: Estonska učna ura o bralni pismenosti za Slovenijo. Jezik in slovstvo. 1/2017. 17–31.
Prispevek uvodoma prikaže rezultate slovenskih učencev v mednarodni raziskavi PISA, v osrednjem delu pa podrobno predstavlja študijo primera Estonije, ki je po ekonomsko-družbenih kazalcih primerljiva s Slovenijo, po bralnih dosežkih pa jo močno presega. V tem izobraževalnem sistemu je opazno zgledovanje po uspešnih izobraževalnih sistemih: poudarjene so kultura dela in visokih dosežkov, aktivne metode učenja in poučevanja, odgovornost sooblikovalcev pouka (predvsem učiteljev) in mednarodna primerljivost. V sklepnem delu so oblikovana priporočila za Slovenijo: krepitev šolske discipline in avtoritete učitelja kot bralnega modela, zagotavljanje visokih pričakovanj in pravičnosti, oblikovanje sistema zagotavljanja kakovosti na podlagi odgovornosti in zanesljivosti (povezava notranje in zunanje evalvacije, zunanje preverjanje znanja), večja individualizacija in diferenciacija pouka (predvsem večja skrb za nadarjene) ter ambiciozno razvijanje bralnih strategij ob raznovrstnih dejavnikih bralne motivacije pri vseh predmetih.
Ključne besede: bralna pismenost, PISA, Estonija, Slovenija, kakovost pouka bralne pismenosti

Igor Saksida: The Estonian lesson on reading literacy for Slovenia. Jezik in slovstvo. 1/2017. 17–31.
After delineating the results of Slovenian students in the international PISA survey, the article presents a case study of the excellent reading literacy achievements of Estonian students. The Estonian education system takes into consideration other successful education systems: it emphasises a culture of work and high achievements, active teaching and learning methods, the responsibility of all stakeholders (especially teachers), and international benchmarking. In the final part of the article, several recommendations are proposed for Slovenia: it should strengthen school discipline and the authority of the teacher as a reading model, advocating high expectations, equity and quality based on accountability and responsibility (internal and external evaluation related to external assessment); there should also be more pronounced individualisation and differentiation of teaching (especially with more attention devoted to the gifted) and the development of ambitious reading strategies within all subjects, interlaced with diverse reading motivation factors.
Keywords: reading literacy, PISA, Estonia, Slovenia, quality of reading literacy teaching

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2017|1|17–31



Zoran Božič: Avtorice v slovenskih srednješolskih berilih. Jezik in slovstvo. 1/2017. 33–43.
Članek temelji na številčni raziskavi deleža avtoric v slovenskih srednješolskih berilih od leta 1850 do leta 2000. Najvišji odstotek (okoli 15) so dosegle avtorice v berilih po drugi svetovni vojni in v sodobnih berilih, vendar samo v enem od treh konkurenčnih, ki gre pri izboru avtorjev precej širše od veljavnega učnega načrta. Raziskava je pokazala, da je delež avtoric odvisen od širine pristopa: manj je vključenih vseh avtorjev, manj je možnosti za pojavljanje avtoric. Pri zelo gostem situ nacionalno reprezentativnih književnikov ženski spol sploh ni zastopan. Spol sestavljavca/sestavljavcev berila lahko vpliva na možnosti za pojavljanje avtoric, vendar ne nujno: lahko je sestavljavka berila ženska, pa vanj ni vključena niti ena književnica. Primerjava med berili in literarnozgodovinskimi izbori pokaže, da so avtorice v berilih (zaradi omejenosti obsega, ki ga določajo vključena literarna besedila) manj prisotne, pa tudi izborna merila so lahko drugačna.
Ključne besede: avtorice, slovenska srednješolska berila, literarna zgodovina, kanonizacija, didaktika

Zoran Božič: Women authors in Slovenian secondary school literature textbooks. Jezik in slovstvo. 1/2017. 33–43.
The paper is based on quantitative research on the share of women authors in Slovenian secondary school literature textbooks between 1850 and 2000. The highest share (about 15%) was achieved by women authors after the Second World War and in contemporary textbooks. However, this share occurred in only one of three competing books, which offers a considerably larger selection of authors than required by the curriculum. The research showed that the share of women authors depends on the scope of the approach: the fewer authors included, the smaller the chance of women authors being represented. With a very strict selection of nationally representative authors, the female gender is not represented at all. The gender of the selector(s) may influence the inclusion of women authors, but not necessarily: even if a textbook’s editor is a woman, she may still fail to include a single woman author. A comparison between textbooks and literary-historical selections shows that women authors in textbooks are less represented (due to limitations of the scope, as determined by the included literary texts), and that selection criteria may also differ.
Keywords: women authors, Slovenian secondary school textbooks, literary history, canonisation, didactics

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2017|1|33–43



Ines Budinoska: Učitelji o jezikovnih vprašanjih pri vključevanju učencev priseljencev v slovenski vzgojno-izobraževalni sistem. Jezik in slovstvo. 1/2017. 45–54.
V prispevku so predstavljeni izsledki raziskave, narejene v okviru doktorskega študija, ki so tudi del doktorske disertacije. V eni izmed prejšnjih številk so bili predstavljeni rezultati o strategijah učiteljev pri vključevanju učencev priseljencev v pouk, v tem prispevku pa se osredotočamo na tisti del raziskave, ki se je osredotočil na poglede učiteljev glede jezikovnih vprašanj pri vključevanju učencev priseljencev v slovenski vzgojno-izobraževalni sistem. V tem sklopu nas je zanimal predvsem odnos učiteljev do rabe različnih jezikov pri vključevanju učencev priseljencev v pouk ter do rabe, učenja in poučevanja njihovih maternih jezikov.
Ključne besede: učenci priseljenci, jezikovna integracija, odnos učiteljev do rabe različnih jezikov, odnos učiteljev do rabe maternih jezikov učencev priseljencev, odnos učiteljev do učenja in poučevanja maternih jezikov učencev priseljencev

Ines Budinoska: Teachers’ positions on language issues related to the inclusion of immigrant children in the Slovenian education system. Jezik in slovstvo. 1/2017. 45–54.
The paper presents the findings of research conducted within my doctoral studies, which are also part of my doctoral dissertation (entitled: Linguistic integration of immigrants’ children in Slovenian basic school, 2014). One of the previous issues (58/2) presented the results regarding teachers’ strategies for the inclusion of immigrant pupils in classes, while the present paper focuses on the part of research dedicated to the positions of teachers on language issues related to the inclusion of immigrant children in the Slovenian education system. This part of the research was thus focused on teachers’ attitudes towards the use of different languages during the inclusion of immigrant children in classes, and on the use, learning and teaching of the immigrant children’s mother tongue.
Keywords: immigrant pupils, linguistic integration, the attitude of teachers towards the use of different languages, the attitude of teachers towards the use of immigrant pupils’ mother tongue, the attitude of teachers towards the learning and teaching of immigrant children’s mother tongue

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2017|1|45–54



Janja Vollmaier Lubej: Tema umetnosti in umetnika v romanih Plamenice in solze Andreja Blatnika in Dvanajst krogov Jurija Andruhoviča. Jezik in slovstvo. 1/2017. 55–68.
Prispevek predstavi temo umetnosti in umetnika v postmoderni dobi in se nanaša na njuno spremenjeno vlogo v sekularizirani in kapitalistični ter potrošniški družbi. Analitični del konkretizira obravnavane spremembe oz. modifikacije na primeru postmodernističnih romanov dveh vidnejših sodobnih avtorjev, in sicer Plamenice in solze (1987) Andreja Blatnika ter Dvanajst krogov (2003) Jurija Andruhoviča.
Ključne besede: tema umetnosti, tema umetnika, postmoderna, postmodernizem, Plamenice in solze, Dvanajst krogov

Janja Vollmaier Lubej: The theme of art and the artist in the novels Torches and Tears by Andrej Blatnik and Twelve Circles by Yurii Andrukhovych. Jezik in slovstvo. 1/2017. 55–68.
The article presents the theme of art and the artist in postmodernism, as applied to their changing role in a secularised, capitalist, consumer society. Two postmodern novels by significant authors, Blatnik’s Torches and Tears and Andrukhovych’s Twelve Circles, are used to demonstrate and illustrate some of the modifications discussed in a first part of the article.
Keywords: the theme of art, the artist, postmodern, postmodernism, Torches and Tears, Twelve Circles

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2017|1|55–68



Ivana Zajc: Konvencija didaskalij: zgodovinske oblike, tipologije, opredelitve in sodobne subverzije. Jezik in slovstvo. 1/2017. 69–78.
Članek v uvodnem delu razloči teoretske usmeritve pri raziskovanju didaskalij, razgrne ugotovitve dosedanjih raziskav njihovega zgodovinskega razvoja in primerja različne tipologije didaskalij. Tipologije pogosto ne upoštevajo zgodovinskega spreminjanja konvencije didaskalij in ne reflektirajo lastnih raziskovalnih izhodišč. Članek izpostavi opredelitev didaskalij, ki vključi različne lastnosti, med katere so didaskalije razpete. Strne tudi teoretske ugotovitve o sodobnih subverzijah konvencije didaskalij in jih analizira v romanu Katarine Marinčič Po njihovih besedah. Prispevek razčleni povezavo med didaskalijami in metabesedilnostjo tega romana.
Ključne besede: didaskalije, tipologije didaskalij, Katarina Marinčič, Po njihovih besedah, metabesedilnost

Ivana Zajc: Stage directions: Historical forms, typologies, definitions and contemporary subversions. Jezik in slovstvo. 1/2017. 69–78.
In the introductory paragraph, the article distinguishes the theoretical orientations in research of stage directions and presents the findings of previous research of their historical evolution, comparing different typologies of stage directions. It points out that the definitions often do not take into account the historical changes of stage directions, and fail to reflect their own theoretical standpoint. The article presents a definition of stage directions that takes into account the dichotomy of their various properties. It sums up the theoretical findings about contemporary subversions of the convention of stage directions, analysing them in Katarina Marinčič’s novel Po njihovih besedah. The article parses the link between stage directions and the intertextuality of the novel.
Keywords: stage directions, typologies of stage directions, Katarina Marinčič, Po njihovih besedah, metafiction

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2017|1|69–78



Helena Kuster: Slovenska strokovna besedila visoke stopnje specializiranosti med kulturnimi in globalnimi vplivi. Jezik in slovstvo. 1/2017. 79–88.
Prispevek obravnava jezikovnostilne značilnosti strokovnih besedil z dveh vidikov. Vrsta sodobnih jezikoslovnih in prevodoslovnih študij strokovnega komuniciranja kaže na kulturne vplive, obenem pa se poudarja potreba po preseganju lokalizacije in prehod v globalno komuniciranje po zgledu lingue france. Prilagajanje splošnim smernicam, ki so neodvisne od primarnega kulturnega sistema, vodi v konvergenco stilnih norm, medkulturne razlike v strokovnem mišljenju z visoko stopnjo specializiranosti se spričo absorbiranja tujejezičnih struktur zmanjšujejo. Slovenski strokovni diskurz se je diahrono oblikoval po zgledu vplivnejših jezikovno-kulturnih sistemov, predvsem po nemškem, zato se pričujoča razprava opira na nemški strokovni diskurz.
Ključne besede: strokovna besedila, kulturni vs. globalni vplivi, konvergenca stilnih norm

Helena Kuster: Cultural and global influences on Slovenian technical discourse with a high degree of specialisation. Jezik in slovstvo. 1/2017. 79–88.
The article addresses the stylistic characteristics of technical texts from two perspectives. A number of recent studies of technical communication have pointed to cultural influences, but at the same time they emphasise the need to go beyond localisation and to move to global communication following the model of a lingua franca. Adaptation to general tendencies that are independent of the primary cultural system leads to a convergence of stylistic norms, and intercultural differences in technical thinking with a high degree of specialisation are reduced due to the absorption of foreign-language structures. Slovenian technical discourse has been diachronically shaped following the model of more influential linguistic cultural systems, especially German; stylistic analysis is therefore comparatively based on German technical discourse.
Keywords: technical texts, cultural vs. global influences, convergence of stylistic norms

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2017|1|79–88



Matejka Grgič: Italijansko-slovenski jezikovni stik med ideologijo in pragmatiko . Jezik in slovstvo. 1/2017. 89–98.
Članek obravnava položaj slovenščine v Italiji, točneje med skupnostjo govorcev, ki se identificira s slovensko manjšino v Italiji. V nadaljevanju so prikazani nekateri vidiki, ki jih je mogoče izluščiti iz diskurza, s katerim ti govorci ubesedujejo svoje percepcije, reprezentacije in tematizacije (lastnega) jezika. Obenem je omenjeno tudi italijansko-slovensko jezikovno stikanje na tem območju: naša hipoteza je, da je slovenski jezik vse manj primarni jezik omenjenih govorcev in njihovega okolja. Refleksija o jezikovnih pojavih na eni strani in diskurzih o jeziku na drugi nam nudi splošen presek stanja in je lahko osnova za nadaljnje načrtovanje, izvajanje in podpiranje strategij na tem področju. Hkrati pa predstavlja tudi izhodišče za kritično analizo nekaterih modelov in opcij, ki so sicer do nedavnega veljale za same po sebi umevne.
Ključne besede: slovenščina v Italiji, jezikovna ideologija, pojavi jezikovnega stikanja, jezikovna politika

Matejka Grgič: Slovenian-Italian language contact between ideology and pragmatics. Jezik in slovstvo. 1/2017. 89–98.
The article focuses on the current situation of the Slovenian language in Italy, in particular among the community of speakers who identify themselves with the Slovenian national minority. It analyses certain sociological, anthropological and psychological aspects emerging from the speakers’ discourses about their perceptions and representations of the language. The paper highlights the Slovenian-Italian language contact area, especially those contexts where the Slovenian language is not the primary language of the speakers and the wider community. Reflection on both the language phenomena and the discourses provides a general overview of the current situation. Moreover, the analysis could be a good theoretical basis for future language planning programmes and policies, and for related implementation strategies. It also provides a good starting point for a critical analysis of models and options that have so far been taken for granted.
Keywords: Slovenian language in Italy, language ideology, languages in contact, language policy

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2017|1|89–98



Petra Mišmaš: O koordiniranih in večkratnih k-vprašanjih v slovenščini. Jezik in slovstvo. 1/2017. 99–112.
Prispevek obravnava večkratna in koordinirana k-vprašanja v slovenščini, pri čemer je pozornost posvečena zlasti primerjavi med obema skupinama vprašanj, k problematiki pa pristopamo v teoretičnem okviru tvorbene slovnice. Na podlagi razlik med koordiniranimi in večkratnimi k-vprašanji sklenemo, da zahtevata obe skupini vprašanj kljub navideznim podobnostim ločeno obravnavo tudi v slovenščini. Ta sklep je izhodišče za nadaljnje raziskave koordiniranih k-vprašanj v slovenščini, saj so tovrstna vprašanja v slovenskem jezikoslovju do tega trenutka v veliki meri neraziskana.
Ključne besede: slovenščina, tvorbena slovnica, skladnja, koordinirana k-vprašanja, večkratna k-vprašanja

Petra Mišmaš: On coordinated and multiple wh-questions in Slovenian. Jezik in slovstvo. 1/2017. 99–112.
The article discusses multiple and coordinated wh-questions in Slovenian, focusing primarily on a comparison of the two based on the framework of generative grammar. On the basis of differences between coordinated and multiple wh-questions, we claim that, despite their superficial similarities, both groups need to be analysed separately in Slovenian as well. This conclusion is a starting point for further research of Slovenian coordinated wh-questions.
Keywords: Slovenian, generative grammar, syntax, coordinated wh-questions, multiple wh-questions

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2017|1|99–112