Page 323 - Vseživljenjsko učenje kot temelj trajnostne družbe

Izkustveni in sodelovalni pristop poučevanja italijanščine kot J2

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Experiential and Collaborative Approach to Teaching Italian as an L2
for a Sustainable Future Society: A Case Study of Oral Communication
in the 5th Grade of Slovenian Primary Schools in the Bilingual Area
In the present article, we present an experiential and collaborative approach
to teaching Italian as a second language (L2), which we implement in L2 classes
in a primary school with Slovene as the language of instruction in the ethni-
cally mixed area of Slovene Istria. We start from the assumption that informal
second language teaching also takes place in the school corridor, for exam-
ple when a pupil greets their maestro in Italian. The focus is on the use of the
language within the teaching process. In the introduction, we reviewed the
curriculum and the CEFR (Companion Volume), which prescribes the imple-
mentation of Italian as an L2 in primary schools with Slovene as the language
of instruction in bilingual areas. We outlined the key guidelines underpinning
the described experiential and collaborative approach. Research confirms that
‘the linguistic and cognitive processes of learning a second language in young
children are largely similar to those of the first language’ (Brown, 2000, p. 75).
In a classroom where the teacher teaches in a relaxed manner in the target

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