Language policy in Slovenia

Lukanovič, Sonja Novak; Limon, David

doi:10.1080/07908318.2011.653056

Cited by 20 publications

(9 citation statements)

References 4 publications

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“…In border areas populated by Italian and Hungarian communities, the language of the minority has the status of an offi cial language. Accordingly, members of Italian and Hungarian national communities in linguistically mixed areas have the right to education in their respective language, to radio and television programmes, and to communicate in their language with the authorities (Novak-Lukanovič & Limon, 2012). Two models of bilingual education have been implemented in linguistically mixed areas.…”

Section: Linguistic Diversity In Schools In Spain (Catalonia) Sloveni...mentioning

confidence: 99%

Policy and Practice for Multilingual Educational Settings

2023

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Section: Linguistic Diversity In Schools In Spain (Catalonia) Sloveni...mentioning

confidence: 99%

Policy and Practice for Multilingual Educational Settings

2023

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“…Until 1991 and the beginning of a process that eventually brought about the dissolution of Yugoslavia, for example, Slovenian was just one of the official languages of a state in which Serbo-Croatian was demographically dominant. When independence was declared, Serbs, Croats, and other Yugoslav citizens that moved to Slovenia for economic reasons before 1991 suddenly found themselves to be residents in a country where Serbo-Croatian has no official status (Novak-Lukanovičand Limon, 2012).…”

Section: The Public Provision Of Language-related Goods and Servicesmentioning

confidence: 99%

Towards an index of linguistic justice

Gazzola

Wickström

Fettes

2023

Politics, Philosophy & Economics

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As a step towards a systematic comparative evaluation of the fairness of different language policies, a rationale is presented for the design of an index of linguistic justice based on public policy analysis. The approach taken is to define a ‘minimum threshold of linguistic justice’ with respect to government language policy in three domains: law and order, public administration, and essential services. A hypothetical situation of pure equality and freedom in the choice of language used by all members of society in communicating with the state is used as a theoretical benchmark to study the distributive effects of policy alternatives. Departures from this standard incur lower scores. Indicators are chosen to assess effective access to three kinds of language rights: toleration (the lack of state interference in private language choices), accommodation (accessibility of public services in different languages), and compensation (symbolic and practical recognition of languages outside the dominant one). In order to take account of the cost-benefit trade-offs involved in providing language-related goods to language groups of varying sizes, a method is adopted for weighting scores with respect to compensation rights so that lack of recognition for larger groups incurs greater penalties, while factoring in the particular characteristics of each language-related good. A trial set of ten indicators illustrates the compromises entailed in balancing theoretical rigour with empirical feasibility.

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“…Nevertheless, although the Romani language is protected by law, it is not a language of instruction in formal education. The rights enjoyed by Italian, Hungarian, and Romani speakers do not extend to the speakers of other minority languages, most of whom are immigrants or second-generation speakers from the former Yugoslav republics (Novak-Lukanovič & Limon, 2012). More attention has yet to be paid to these minorities, as well as to PRE-SERVICE TEACHERS' PERCEPTIONS OF PLURILINGUAL PEDAGOGIES -72-the growing numbers of other immigrants coming from across and outside Europe (Novak-Lukanovič & Limon, 2012).…”

Section: Linguistic Diversity Across Slovenia and Europementioning

confidence: 99%

Pre-Service Teachers’ Perceptions of Plurilingual Pedagogies

Dražnik

2022

Sustainable Multilingualism

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Summary In light of the growing diversity in European and Slovenian schools, equity-centered plurilingual pedagogies have gained prominence across the political, educational, and scientific spectrum. This gives particular weight to this study, which aims to contribute to the understanding of the complexity of factors that promote the mainstreaming of plurilingual pedagogies. The concept of Linguistically Sensitive Teaching (LST) was used as a lens to study pre-service teachers’ perceptions of plurilingual pedagogies in their educational context. More specifically, the study aims to examine pre-service teachers’ perceptions of the relevance of plurilingual pedagogies for their future profession and their understanding of the teachers’ competence in regard to the implementation of plurilingual pedagogies in Slovenian schools. Data from 27 pre-service primary education teachers from the University of Ljubljana of the Faculty of Education were examined. Reflection prompts were used to stimulate and guide the critical engagement of participants within the context of LST: a video, a document, and a SWOT analysis template. The findings illustrate pre-service teachers’ awareness of the relevance and the benefits of plurilingual pedagogies for their profession and their understanding of the complexity of factors, specifically in relation to teachers’ knowledge, attitudes, and skills that promote the mainstreaming of plurilingual pedagogies. The study highlights how the reflections of pre-service primary education teachers can support the development of future pre-service teacher training within initial teacher education. As such, it has positive implications for developing teacher education to better respond to the needs of linguistically and culturally diverse classes in today’s schools.

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Language policy in Slovenia

Cited by 20 publications

References 4 publications

Policy and Practice for Multilingual Educational Settings

Policy and Practice for Multilingual Educational Settings

Towards an index of linguistic justice

Pre-Service Teachers’ Perceptions of Plurilingual Pedagogies

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