Reading Literature in Slovenian Vocational Schools.

Autor/in	Vogel, Boza Krakar
Titel	Reading Literature in Slovenian Vocational Schools.
Quelle	(2001), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Curriculum Development; Developing Nations; Educational Opportunities; Educational Research; Foreign Countries; Literary Genres; Literature Appreciation; Reader Response; Reading Interests; Reading Material Selection; Reading Strategies; Secondary Education; Student Needs; Vocational Education; Vocational Schools; Slovenia + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Developing country; Developing countries; Entwicklungsland; Bildungsangebot; Bildungschance; Bildungsforschung; Pädagogische Forschung; Ausland; Literarische Form; Literarische Wertung; Leserbrief; Leseinteresse; Reading strategy; Leselernstufe; Lesetechnik; Sekundarbereich; Ausbildung; Berufsbildung; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Slowenien
Abstract	Vocational schools in Slovenia offer 3-year programs in which students aged 14-17 are trained for different professions such as bakers, car mechanics, tailors, etc. Most of the students attending vocational schools were poor academic achievers in elementary school and have little interest in reading. Educators in Slovenia believe that encounters with literature are an important educational opportunity for such students, and for this reason, recent educational reform involves an introduction of mother tongue syllabi for vocational schools in which 40% of class time is devoted to reading literature. The new selection of recommended readings is better suited to the reading interests and abilities of vocational school students. The same goes for the reading strategies and reader response stimuli in the new textbooks. This paper outlines the specific changes that have been made by presenting a selection of works of literature from the new textbooks and the reading strategies taught to connect reading with comprehension, visualization, knowledge, and expression. The paper also presents the results of an empirical study conducted with teachers and students of vocational schools. It points at examples of a modern and holistic curriculum design which encourages reading and striving for personal fulfillment in those students who have so far often been neglected in this respect. (NKA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC