Performance Levels of Roma Pupils in Foreign Language Learning: Social Responsibility in School
Pp. 119-136 (18)
Saša Jazbec, Branka Čagran and Alja L. Oštir
Abstract
The chapter addresses an insufficiently researched aspect of education of the
Roma population, using the example of their performance at foreign language learning
in Slovenia. The theoretical foundations of language learning, the historical situation,
and the current living conditions of the Roma support the thesis that foreign language
learning success among the Roma is poorer than the performance of non-Roma. This
affects their success levels in other subjects requiring language competence. After
considering the importance of foreign language learning for each individual and the
current didactic concept of foreign language learning, our empirical research for Roma
pupils demonstrates that they tend to learn foreign languages pragmatically rather than
in academic ways that are more abstract; that lifestyle circumstances force them to
speak at least two languages; and that they are more successful with German, which
they are more likely to use and learn than English. Such results require radical
reflection, revision, and innovation of existing language learning didactics.
Keywords:
Competence, didactics, education, English, Europe, failure, (foreign)
language learning, German, Gipsy, human rights, innovation, ISO 26000, non-
Roma, performance, Roma, school, Slovene, Slovenia, social responsibility,
success.
Affiliation:
Assistant Professor of Didactics of German as a Foreign Language Department for German Studies, Faculty of Arts, University of Maribor, Koroška c. 160, 2000 Maribor, Slovenia.