The nature of learning tasks from perspective of children from marginalised Roma communities
| dc.contributor.author | Hušlová Orságová, Mária | |
| dc.contributor.author | Vančíková, Katarína | |
| dc.contributor.author | Trnka, Marian | |
| dc.date.accessioned | 2025-05-09T07:26:45Z | |
| dc.date.available | 2025-05-09T07:26:45Z | |
| dc.date.issued | 2024 | |
| dc.description | In: Education and new developments 2024. Volume 1. 1. vyd. Lisabon : inScience Press, 2024. ISBN 978-989-35106-9-8. ISSN 2184-044X. Pp. 458-462. | |
| dc.description.abstract | The Slovak Republic is a country of permanent or temporary residence for many nations and ethnic groups. The dominant language in schools is Slovak and although members of national minorities have the legal right to be educated in their mother tongue, this is not the case. The most controversial group is children from marginalised Roma communities, whose mother tongue is different from that of the majority society. The different living conditions that characterise their environment and the high degree of segregation from the majority affect their cultural experience. When entering institutionalised education, they face failure and misunderstanding. The complex language of school can affect their adaptation to school, as well as their success. Statistics show that these children often repeat the first year of school. Based on these facts, we decided to investigate the nature of language, which, according to sociocultural theory, is a fundamental determinant of a pupil's cognitive development. The object of analysis is the textbooks for the first two years of primary education. We aim to identify the most frequent words in the written lessons and to assess their potential comprehensibility from the perspective of children living in marginalised Roma communities. The results indicate the validity of the basic thesis of the French sociologist Pierre Bourdieu's theory of cultural reproduction. It seems that the dependence of school performance on the socioeconomic situation of the pupil's family, which has been repeatedly demonstrated in PISA measurements, may be related to the inability of the school to adapt the language to the needs of children whose linguistic code is underdeveloped. The research findings provide a basis for the development of an effective language programme for the acquisition of Slovak as a second language and call for the development of a comprehensive national strategy for the language support of children with a different mother tongue. | |
| dc.identifier.isbn | 978-989-35106-9-8 | |
| dc.identifier.issn | 2184-044X | |
| dc.identifier.issn | 2184-1489 | |
| dc.identifier.uri | https://repo.umb.sk/handle/123456789/328 | |
| dc.language.iso | en | |
| dc.publisher | inScience Press : Lisabon | |
| dc.rights | © vydavateľ | |
| dc.rights | info:eu-repo/semantics/openAccess | |
| dc.subject | inojazyčné deti | |
| dc.subject | deti s odlišným materinským jazykom | |
| dc.subject | children with different mother tongue | |
| dc.subject | materinský jazyk | |
| dc.subject | mother tongue | |
| dc.subject | native language | |
| dc.subject | žiaci primárnej edukácie | |
| dc.subject | kultúrna reprodukcia | |
| dc.subject | inkluzívne vzdelávanie | |
| dc.subject | inclusive education | |
| dc.subject | učebné úlohy | |
| dc.subject | learning tasks | |
| dc.title | The nature of learning tasks from perspective of children from marginalised Roma communities | |
| dc.type | Article | |
| dc.type | info:eu-repo/semantics/article |
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