Jezik in slovstvo

Kodni sistem
Slovenska književnost
Avtorji
Uredništvo <-> bralci

Jezik in slovstvo
Povzetki

Marja Bešter

Funkcionalna (ne)pismenost v Sloveniji
Functional (Il)Literacy in Slovenia

Slovenski sinopsis
English synopsis
English summary

Slovenski sinopsis

S problemom funkcionalne nepismenosti se v Sloveniji ukvarjamo šele v najnovejšem času. Raziskava je pokazala, da ima v Sloveniji kar 47 % prebivalcev dokončano samo osemletko ali celo le nekaj razredov osnovne šole. Ugotovitve ankete so potrdile predvidevanja, na katera so opozorili že raziskovalci v projektu ?Izobraževanje odraslih kot dejavnik razvoja Slovenije?, da namreč na funkcionalno pismenost pozitivno vpliva večje število let šolanja oz. življenje v urbanem okolju, obenem pa je za funkcionalno nepismenost v največji meri ?kriv? neustrezen izobraževalni sistem. Pouk slovenščine se namreč zelo razlikuje od učenja tujih jezikov, kjer slovnica raste iz sporazumevalnih potreb in omogoča sporazumevanje, medtem ko gre pri pouku materinščine predvsem za sistemsko obravnavo jezika, učenčeva govorna dejavnost pa je omejena le na zapolnjevanje praznih mest v strukturi učiteljevega govora.

English synopsis

In Slovenia, awareness of the problem of functional illiteracy is relatively recent. The study reported here showed that as many as 47 per cent. of the Slovene population have completed only primary education (8 years of schooling) or even only a few grades. The results of the survey confirmed the expectations deriving from the findings of a previous research project, ?Adult education as a factor of development in Slovenia?, namely that functional literacy is in positive correlation with years of schooling and with living in urban environment, and that functional illiteracy can bi primarily blamed on the inadequate educational system. The approach to teaching Slovene in schools is very different from that adopted in teaching foreign languages, where grammar knowledge emerges from communicative needs and enables communication, while teaching the mother tongue is primarily concerned with a systematic description of the language, and the student's speech activity is restricted to just filling in empty spaces in the structure of the teacher's speech.

English summary

The article discusses the so-called functional (il)literacy in the Slovene population. Functionally illiterate is a person who has learnt at school to read and to write (and to do basic arithmetic), but who is incapable of using these skills in his or her daily life. It is estimated that approximately 50 per cent. of the Slovene population are functionally illiterate. The article presents the results of a pilot testing of 71 unemployed volunteers with ten or fewer years of education and living in two different regions: those of Ljubljana (urban environment) and of Murska Sobota (rural). The measurement of functional illiteracy was performed by the Centre for Andragogical Studies of Slovenia, using a questionnaire in whose design the author of the article also participated. The study partly confirmed the hypothesis that there is a positive correlation between functional literacy and a higher number of years of schooling and with living in urban environment.