Critical Review of Language Education Policies in Compulsory Primary and Secondary Education in Serbia

Filipović, Jelena; Vučo, Julijana; Djurić, Ljiljana

doi:10.2167/cilp103.0

Cited by 23 publications

(16 citation statements)

References 10 publications

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“…Važnost obrazovanja na maternjem jeziku se sve više naglašava u višejezičnim sredinama, te Seid u svom istraživanju tvrdi da nastava i učenje na maternjem jeziku poboljšava obrazovne ishode u osnovnoj školi (Seid, 2016). Naravno, nastava na manjinskom jeziku nosi određeni rizik za učenike manjinskih zajednica u budućnosti u Srbiji, te Filipović, Vučo i Đurić navode činjenice i upozoravaju na to da izvođenje celokupne nastave u osnovnim i srednjim školama na manjinskom jeziku, sa samo nekoliko sati nedeljno srpskog kao većinskog jezika, dovelo je do mnogobrojnih generacija koje čine neuravnoteženi dvojezični govornici, koje karakteriše veoma nizak nivo znanja srpskog jezika (Filipović, Vučo, Đurić, 2007). Nađ ovaj problem osvetljava sa druge strane, te navodi da mladi na severu Bačke, gde većina pripadnika mađarske nacionalne manjine živi, od kriznih vremena pa sve do danas ni ne žele da nauče državni jezik (Nađ, 2006:448).…”

Section: Teorijski Okvirunclassified

“…Nađ ovaj problem osvetljava sa druge strane, te navodi da mladi na severu Bačke, gde većina pripadnika mađarske nacionalne manjine živi, od kriznih vremena pa sve do danas ni ne žele da nauče državni jezik (Nađ, 2006:448). Kao posledica toga, oni ne mogu da nastave svoje obrazovanje na univerzitetskom nivou u Srbiji, i/ili da pronađu zadovoljavajuće poslove koji podrazumevano zahtevaju znanje srpskog jezika (Filipović et al, 2007), te učenici manjinske, mađarske nacionalnosti, koji odluče da se upišu na visokoškolske ustanove u Srbiji, prvo moraju da prevaziđu jezičku barijeru, odnosno da nauče srpski, što predstavlja značajan nedostatak i zahteva vreme, napor i žrtvovanje (Lendák - Kabók, 2014).…”

Section: Teorijski Okvirunclassified

“…Rezultati, prikazani su u narednoj tabeli 2, ukazuju na to da nisu pronađene značajne rodne razlike između odgovora srednjoškolki i srednjoškolaca (x2=14, 905; df= 14; p=0,385). (Filipović et al, 2007). Kao treći razlog odlaska je rad u matici, za koji odgovor se odlučilo nešto više srednjoškolki u odnosu na srednjoškolce, 13,18% i 11, 49%, respektivno.…”

Section: Razlozi Za Biranje Visokog Obrazovanja U Mađarskoj Slovačkounclassified

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Gender differences in the choice of studies of Hungarian, Slovak and Romanian ethnic minority high school graduates in Serbia

Lendák-Kabók

Popov

2019

Sociologija

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APSTRAKT: Predmet istraživanja su bile rodne razlike pri izboru studija pripadnika/ca mađarske, rumunske i slovačke nacionalne manjine u Srbiji, odnosno u AP Vojvodini. Cilj rada je da analizira status i izbor profesije srednjoškolaca/ki pripadnika nacionalnih manjina, koji srednju školu završavaju u AP Vojvodini na svom maternjem jeziku. Radi ostvarenja pomenutog cilja, u školskoj 2013/2014. i 2014/2015. godini, anketirano je 2192 srednjoškolca i srednjoškolki u 16 gradova i opština u AP Vojvodini. Rezultati istraživanja ukazuju, da približno jedna trećina srednjoškolaca/ki pripadnika ovih nacionalnih manjina migrira i studira u svojim matičnim zemljama Evropske unije. Istraživanje je pokazalo i da se srednjoškolke, zbog uticaja rodnih stereotipa, uglavnom, opredeljuju za društvene nauke, iako bi im tehničke nauke pružale širi dijapazon mogućnosti u razvoju karijere. KLJUČNE REČI: rodne razlike, srednjoškolci/ke, nacionalne manjine, izbor profesije, jezik ABSTRACT: The subject of this research were the gender differences in the choice of studies of Hungarian, Slovak and Romanian ethnic minority members in the AP of Vojvodina. The aim of the paper is to analyze the status and career choices of ethnic minority students, who finish their secondary school in AP Vojvodina in their mother tongue. In order to achieve the aforementioned goal, 2192 students, both male and female, were asked to fill in a formal questionnaire in 16 municipalities in Vojvodina in 2013/2014 and 2014/2015 school years. The results show that around one third of the secondary school students migrates and studies 1 karolina.lendak@uns.ac.rs 2

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Section: Teorijski Okvirunclassified

Section: Razlozi Za Biranje Visokog Obrazovanja U Mađarskoj Slovačkounclassified

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Gender differences in the choice of studies of Hungarian, Slovak and Romanian ethnic minority high school graduates in Serbia

Lendák-Kabók

Popov

2019

Sociologija

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“…Minority language education is sometimes associated with later risks for minority students. Filipović, Vučo and Đurić assesses this issue in Serbia, stating that the teaching of all classes in primary and secondary education in a minority language, with only a few hours per week of Serbian as a majority language, has created generations of unbalanced bilinguals, characterized by a very low level of Serbian proficiency (Filipović et al, 2007). In the first and second year of elementary school there are 72 classes of Serbian for minority students, and 180 classes of Serbian for majority students, while in the third and fourth year of elementary school there are 108 Serbian language classes per year for ethnic minority students.…”

Section: Minority Language Education and The Language Barriermentioning

confidence: 99%

The Educational Migration of Sub-state Ethnic Minorities on the Outskirts of the EU

2020

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The goal of this paper is to present an analysis of the status and career choices of Hungarian, Slovak, and Romanian ethnic minority high school graduates in the Autonomous Province of Vojvodina, the northern province of Serbia. We implemented a purpose-built, paper-based-questionnaire process of data collection that involved 2,192 ethnic minority high school students who were finishing high school in their mother tongues in 16 municipalities in Vojvodina. The results of the analysis showed that almost 40 per cent of the sample of ethnic minority high school graduates planned to leave Serbia to study in their mother tongues in nearby European Union (EU) countries. While this brain drain is not a new trend, our research shows that there are new and different reasons for it and it was caused by the insufficiency of Serbian language skills of the ethnic minority studnets. The results of the research show that the main reason for this educational migration is thus the aspiration to obtain a diploma from an EU-based institution, which (1) grants immediate access to the EU’s integrated labor market, and (2) is perceived to improve social status compared to that of remaining in Serbia after graduating. Despite this new motive for educational migration, language barriers are still relevant determinants of the latter. A gender-sensitive analysis of the responses was undertaken that showed that there are gender-based differences in terms of which students continue their studies after high school, and in the reasons for staying in Serbia.

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“…Countries as diverse as Serbia (Filipovic, Vuco, & Djuric 2007), Ireland (Wallen & Kelly-Holmes, 2006), Vietnam (Hoa & Tuan, 2007), Taiwan (WuchangChang, 2007), South Korea (Jung & Norton, 2002), China (Hu, 2005;Li, 2007), Indonesia (Chodidjah, 2008), Turkey (Kirkgoz, 2008), and Japan (Butler & Iino, 2005) teach English to students at elementary level.…”

Section: Introductionmentioning

confidence: 99%

Preparing Elementary English Teachers: Innovations at Pre-service Level

Zein

2015

AJTE

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Critical Review of Language Education Policies in Compulsory Primary and Secondary Education in Serbia

Cited by 23 publications

References 10 publications

Gender differences in the choice of studies of Hungarian, Slovak and Romanian ethnic minority high school graduates in Serbia

Gender differences in the choice of studies of Hungarian, Slovak and Romanian ethnic minority high school graduates in Serbia

The Educational Migration of Sub-state Ethnic Minorities on the Outskirts of the EU

Preparing Elementary English Teachers: Innovations at Pre-service Level

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