Samozavestna raba slovenščine na jezikovnostičnih področjih: mladi na avstrijskem Koroškem

Cross-Border Education: Students from Slovenia in Austrian Minority Schools

“…This feeling is especially strong at the beginning of school, but then -as they say -you get used to it. High levels of neuroticism from previous research reported in monolingual students of the same age and in the same circumstances (Zorčič 2019;2020a) can therefore be interpreted as a habituated feeling, an internalised state of constant stress. Even in the highest classes, some students report that the feeling of being a stranger persists.…”

“…Many of the students' responses were in line with this difference and confirmed the existence of a new dynamic that these students bring with them to the Slovene minority schools in Austria. This is not only observed by researchers (Kolb 2018;Vavti 2012;Zorčič 2020a;b), school management has been dealing with this issue since the very beginning of the admission and enrolment of Slovene students at schools in Austria.…”

Dimensions of Remote Learning during the Covid-19 Pandemic in Minority Language Schools (The Case of Austrian Carinthia)

“…However, it is important to keep in mind the connection with the language barriers of the parents and/or lower socio-economic status of the family. In Carinthia, schools with Slovene as the language of instruction are also attended by German-speaking students, who on average have lower economic capital than their classmates who use Slovene at home (Zorčič 2020). Attending a bilingual school is one of the ways to raise their cultural (bilingual matura exam) and economic (e.g.…”

“…Attending a bilingual school is one of the ways to raise their cultural (bilingual matura exam) and economic (e.g. greater competitiveness in the local labour market) capital in the future (Zorčič 2019), while for students from Slovenia the situation is reversed, as those who enrol in Austrian schools are normally those with higher average economic capital who can afford the costs of living and studying abroad (Zorčič 2020). Also in this study we presumed that as a result of exclusion from the school environment during remote learning and holidays, the language input of the second language will be much lower in both groups of students with (strongly) unbalanced linguistic competence in one of the languages of instruction, i.e.…”

“…Zorčič 2020)). It is interesting that in the same school, students participating in the survey, when addressed by a person from Slovenia, mostly chose a Slovene survey (and responded in Slovene) (Zorčič 2020), while in the school survey students used German more (42 students, 29 %), although most of them still chose Slovene (94 students, 65 %). Both data confirm the method of language selection in bilingual communication in Austrian Carinthia: Slovene is chosen when communicating with someone from Slovenia, while when communicating with someone from Austria, students accommodate according to their language skills and (known) language skills of the interlocutor (Zorčič 2020).…”