Pradinių klasių mokytojų požiūris į etninės kalbos (tarmės) vartojimą pradinėje mokykloje

LTNors tyrimais yra pagrįsta, kad etninės kalbos (tarmės) iš etninių regionų kilusiems vaikams yra labai svarbios, trūksta tyrimų apie jų vartojimą mokykloje ir tai, kokį vaidmenį čia vaidina mokytojo požiūris. Taigi šiuo straipsniu siekiama atskleisti Lietuvos bendrojo lavinimo mokyklų pradinių klasių mokytojų požiūrį į etninių kalbų (tarmių) vartojimą. Tuo tikslu 2011 m. atlikta 440 Lietuvos bendrojo lavinimo mokyklų pradinių klasių mokytojų apklausa raštu, naudojant specialiai autoriaus sukurtą instrumentą. Atliktas tyrimas ir jo rezultatai leidžia daryti įžvalgas apie etninių kalbų (tarmių) vartojimo visuomeniniame ir mokyklos gyvenime ypatumus ir tendencijas, mokytojų vaidmenį ir reikšmę šiame procese. [Iš leidinio]Reikšminiai žodžiai: Tarmės (Dialektai); Etninė kalba; Tarmė; Tautinis tapatumas; Dialect; Ethnic language; National identity.

ENAn educator and an educated as well as the dialogue between them are necessary for the occurrence of educational process. The dialogue as an educational means has been known since the times of Plato and Socrates. Feelings, thinking, and speech (and everything that is related to them) operate during the dialogue. In order the dialogue not to become a monologue and the dialogue process to proceed more smoothly, both sides shall understand the speech of each other. In Lithuania like in the majority of countries the national language is common language at the same time. Although the basis of the common language is structured of ethnic languages (dialects), nevertheless, even linguists admit themselves that common and ethnic language (dialect) are different language codes. Although it has been founded with research that the significance of ethnic languages (dialects) for children coming from ethnic regions is high, however, there is the lack of research on their usage at school, what is determined, and what role is performed by teacher‘s attitude towards the usage of ethnic languages (dialects). Consequently, the aim of this article is to reveal the attitude of primary teachers from Lithuanian comprehensive schools to the usage of ethnic languages (dialects). For this aim in the year 2011 the written survey of 440 primary teachers from Lithuanian comprehensive schools was accomplished applying for the specially-created instrument.After the accomplishing of the research it was revealed that primary teachers agree to the attitude that ethnic languages (dialects) are obsolescent but they are worth, it is solid and honourable to speak them, whereas it should be encouraged to speak the languages of ethnic regions at home. It was determined that respondents only partly agree to the usage of ethnic languages in the education process at schools of ethnic regions. The survey of respondents about the usage of ethnic languages in the educational process allows perceiving that without reference to the identification with one particular ethnic group and other socio-demographic characteristics, the acceptance to this attitude is expressed mostly by the respondents who studied themselves and communicated at school in ethnic language. The research accomplished and its results allow making providences about the peculiarities and tendencies of usage of ethnic languages (dialects) in social and school life as well as the role and significance of teachers in this process. [text from author]

• Etnologija / Ethnology
• Edukologija / Education