Slovenian Teachers’ Elements of Support for Pupils with Learning Difficulties in Foreign Language Teaching at the Primary and Lower-Secondary Levels

Abstract

The article concerns educational work with students who have learning difficulties with foreign languages in Slovenian primary schools. The aim of the research was to investigate current methodical and organisational elements of teacher's support in foreign language teaching for students (aged 9-15) with learning difficulties, according to the location of the school, being either urban or rural. A non-random sample was taken, which consisted of foreign language teachers who teach in the Slovenian primary and lower-secondary levels (N = 47). An analysis of the results showed that there were no statistically significant differences between rural and urban schools concerning teacher-support for students with learning difficulties in learning English as a foreign language. The research shows that some of the sources of support for children with learning difficulties are relatively underutilized, even though they have proven to be effective when put into inclusive practice internationally.

Education of Children with Intellectual Disabilities in Slovenia

“…Additional factors are that Slovenian teachers frequently feel overwhelmed by administrative tasks and by compliance with formal requirements (e.g., managing extensive documentation, writing individualized programs, recording work in individual and group forms of teaching, recording educational objectives) (Brumen, Bračko, & Schmidt, ) and that there may also be students with other exceptionalities—gifted, socioculturally different, or hyperactive—and poses a major challenge for teachers. Frequently, teachers do not have the suitable skills and knowledge to teach such children successfully (Čagran & Schmidt, ; Kovšca & Lakota, ; Opara et al., ; National Specialist Group, ).…”

“…Limited time is available for teachers, special educators, and parents to share experiences, knowledge and information, and for counseling. Special educators who provide support to students with SN at primary schools are often overburdened with work and consequently they are often not available for teachers and parents when their help or advice is needed (Brumen et al., ).…”

Difficulties of Vietnamese Students in Learning Academic Writing

“…Based on the results of the first four items, most participants interested in learning to write in English have effective habits that aid their progress. Brumen (2014) notes that teachers' instructions may differ from what students need to know, causing confusion and making writing instruction difficult. Maznun et al (2017) support this idea, stating that unclear instructions make it difficult for students to follow.…”

“…According to Brumen (2014), many English language learners find writing difficult, and their teachers may not always be equipped to help them. Besides, students may struggle with understanding writing structure and organization and feel too shy to ask for help (Maznun et al, 2017).…”