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hungarian

The Hungarian language in education in Slovenia

The hungarian language in educaTion in Slovenia

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This document was published by the Mercator European Research Centre on Multilingualism and Language Learning with financial support from the Fryske Akademy, the Province of Fryslân, and the municipality of Leeuwarden.

© Mercator European Research Centre on Multilingualism and Language Learning, 2012

ISSN: 1570 – 1239first edition

The contents of this dossier may be reproduced in print, except for commercial purposes, provided that the extract is proceeded by a complete reference to the Mercator European Research Centre on Multilingualism and Language Learning.

This Regional dossier has been compiled by Prof. Emeritus dr Albina Nećak Lük, Faculty of Arts, University of Ljubljana. Unless otherwise stated academic data refer to the 2008/2009 school year. A draft of this Regional dossier has been reviewed by Prof. dr Lucija Čok, Uni-versity of Primorska.

AcknowledgementsThe author would like to thank the regional schools’ principals who provided the data and other materials on bilingual education for this study.

From August 2012 onwards Ineke Rienks and Saskia Benedictus-van den Berg havebeen responsible for the publication of the Mercator Regional dossiers series.

Albanian; the Albanian language in education in ItalyAsturian; the Asturian language in education in SpainBasque; the Basque language in education in France (2nd ed.)Basque; the Basque language in education in Spain (2nd ed.)Breton; the Breton language in education in France (2nd ed.)Catalan; the Catalan language in education in France Catalan; the Catalan language in education in SpainCornish; the Cornish language in education in the UKCorsican; the Corsican language in education in France (2nd ed.)Croatian; the Croatian language in education in Austria Frisian; the Frisian language in education in the Netherlands (4th ed.)Gaelic; the Gaelic language in education in the UK Galician; the Galician language in education in Spain German; the German language in education in Alsace, France (2nd ed.)German; the German language in education in Belgium German; the German language in education in South Tyrol, Italy Hungarian; the Hungarian language in education in SlovakiaHungarian; the Hungarian language in education in SloveniaIrish; the Irish language in education in Northern Ireland (2nd ed.)Irish; the Irish language in education in the Republic of Ireland Italian; the Italian language in education in SloveniaKashubian; the Kashubian language in education in Poland Ladin; the Ladin language in education in Italy Latgalian; the Latgalian language in education in LatviaLithuanian; the Lithuanian language in education in Poland Meänkieli and Sweden Finnish; the Finnic languages in education in Sweden North-Frisian; the North Frisian language in education in Germany (2nd ed.)Occitan; the Occitan language in education in France Polish; the Polish language in education in LithuaniaRomani and Beash; the Romani and Beash languages in education in Hungary Sami; the Sami language in education in Sweden Scots; the Scots language in education in Scotland Slovak; the Slovak language in education in Hungary Slovene; the Slovene language in education in Austria (2nd ed.)Slovene; the Slovene language in education in Italy (2nd ed.)Sorbian; the Sorbian language in education in Germany Swedish; the Swedish language in education in Finland Turkish; the Turkish language in education in Greece Ukrainian and Ruthenian; the Ukrainian and Ruthenian language in education in PolandVõro; the Võro language in education in EstoniaWelsh; the Welsh language in education in the UK

Contents

Foreword ..............................................................................3

1 Introduction...........................................................5

2 Pre-schooleducation..........................................23

3 Primaryeducation..............................................25

4 Secondaryeducation..........................................31

5 Vocationaleducation..........................................35

6 Highereducation................................................36

7 Adulteducation...................................................39

8 Educationalresearch..........................................40

9 Prospects............................................................43

10 Summarystatistics.............................................45

Endnotes................................................................................49

EducationsysteminSlovenia.................................................54Referencesandfurtherreading..............................................55Addresses...............................................................................63

Appendices.............................................................................69

Otherwebsitesonminoritylanguages...................................73

WhatcantheMercatorResearchCentreofferyou?..............74

ContentsForeword 31 Introduction52 Pre-schooleducation233 Primaryeducation 254 Secondaryeducation315 Vocationaleducation356 Highereducation 367 Adulteducation 398 Educationalresearch409 Prospects 4310 Summarystatistics 45Endnotes 49EducationsysteminSlovenia54Referencesandfurtherreading 55Addresses63Appendices 69Otherwebsitesonminoritylanguages 73WhatcantheMercatorResearchCentreofferyou? 74


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Foreword

background The Mercator European Research Centre on Multilingualismand Language Learning aims at the acquisition, circulation,andapplicationofknowledgeinthefieldofregionalandminor-ity language education. Regional or minority languages arelanguages that differ from the official language of the statewheretheyarespokenandthataretraditionallyusedwithinagiventerritorybynationalsofthatstateformingagroupnumeri-callysmallerthantherestofthestate’spopulation.Forseveralyears an importantmeans for theMercator ResearchCentreto achieve the goal of knowledge acquisition and circulationhas been the Regional dossiers series. The success of thisseriesillustratesaneedfordocumentsstatingbrieflythemostessential featuresof theeducation systemof regionswithanautochthonouslesserusedlanguage.

aim Regional dossiers aimat providing a concise description andbasicstatisticsaboutminoritylanguageeducationinaspecificregionofEurope.Aspectsthatareaddressedincludefeaturesoftheeducationsystem,recenteducationalpolicies,mainac-tors, legal arrangements, and support structures, as well asquantitativeaspects,suchasthenumberofschools,teachers,pupils,andfinancial investments.Thiskindof informationcanserveseveralpurposesandcanberelevantfordifferenttargetgroups.

target group Policymakers, researchers, teachers,students,and journalistsmay use the information provided to assess developments inEuropean minority language schooling. They can also use aRegionaldossierasafirstorientationtowardsfurtherresearchorasasourceofideasforimprovingeducationalprovisionsintheirownregion.

link with In order to link these regional descriptions with those of na-tional education systems, the format of the regional dossiersfollows the format used by Eurydice, the information networkoneducation inEurope.Eurydiceprovides informationon the

Eurydice

educaTion and leSSer uSed languageS

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administration and structure of national education systems inthememberstatesoftheEuropeanUnion.

contents Theremainderofthisdossierconsistsofanintroductiontotheregionunderstudy,followedbysixsectionseachdealingwithaspecificleveloftheeducationsystem.Thesebriefdescriptionscontain factual information presented in a readily accessibleway.Sectionseighttotencoverresearch,prospects,andsum-mary statistics. For detailed information and political discus-sionsaboutlanguageuseatthevariouslevelsofeducation,thereaderisreferredtoothersourceswithalistofpublications.


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1 Introduction

language Hungarian (or Magyar, the ethnonym) belongs to the Finno-Ugric branch of the Uralic family. Among its typical particu-larities themost outstanding are the following: a rich systemof vocalisation characterised by vowel harmony; agglutinativeinflection(affixesareaddedinagivenordertothestem,eachcarryingonlyonegrammaticalmeaning,e.g.time,mood,etc.);gender and distinction between beings and things are ex-pressedonlybypronouns;numeralsarefollowedbyasingularnoun;andadjectivesprecedingnounsareinvariable.

The first Hungarian words are found in Latin documents fromthe tenthcenturyonwards,while theoldestknowntext inHun-garian is theHalotti beszéd (FuneralOration)witharound300words,datedaround1192-95.Orthographicalandgrammaticalcodificationof theHungarian language,however,goesback tothesixteenthcentury: thefirstHungariangrammarwasprintedin1539,andtheRomanalphabetwasadaptedtotheHungarianpeculiarities (vowel lengthandquality).At thebeginningof thenineteenthcentury,duetolanguagereformmovements,modernHungarian literary languagebegan to develop. From1860on-wards,socialandeconomictransformationoftheHungarianpartoftheHabsburgEmpirewasaccompaniedbyintensivelanguagepolicyactivitiesandflourishingliteratureinHungarian.

Today,HungarianistheofficiallanguageoftheRepublicofHun-gary,spokenasanationallanguagebyca.elevenmillionpeopleandasaminority(thelargestHungarian-speakingminoritylivesin Transylvania, Romania) and diaspora language by aroundthreemillionpeople.IntheregionofPrekmurjeintheRepublicofSloveniaalocal,ratherarchaicvariantofHungarianisspoken.

population ThebulkoftheHungarian-speakingpopulationofSlovenialivesin the regionofPrekmurje, in36settlements in the5-to-8-km-widestripoflandalongtheSlovenian-Hungarianborder,inthemunicipalities Lendava/Lendva, Dobrovnik/Dobronak, Hodoš/Hodos,Šalovci,andMoravskeToplice(seefigure1).

Figure 1. Ethnically mixed area in Prekmurje in the year 2002 (Source: Vsebina/Re-search: Miran Komac; risal/Design and Production Zmago Drole. INV, Ljubljana 2008).


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Explanation of the map: The grey area along the Slovenian-Hungarian border shows the ethnically mixed bilingual region of Prekmurje. Settlements are marked by small dots and the seats of municipalities by bigger ones. In the circles, the percentage of the Hungarian population in individual mu-nicipalities is shaded black, while the percentage of the population of other ethnic provenance is in white. R indicates the areas that have also been settled by the Roma population. The table in the bottom left corner gives a comparative insight into the population census data from 1971 till 2002 for the mixed municipalities in the Prekmurje region. Legend: SKUP. ŠTEV. PREB. = Total population, ŠTEV. MADŽAROV = Number of Hungarians, % MADŽAROV = percentage of Hungarians.).

Theareahas the status of a bilingual ethnicallymixed regionwhere both languages, Slovenian and Hungarian, are officiallanguages (“bilingual region” in the remainder of this dossier).TheHungarianpopulation1started tosettle in thisareaduringthesecondhalfoftheninthcentury(theareahadalreadybeensettledbySlavicpeople).ForcenturiestheregionwasunderthedominationoftheHungarianCrown.AfterWorldWarI,withtheTrianonTreaty(TreatyofPeace,1920),themajorpartofPrek-murje,owingtoitsSlovenianmajority,belongedtotheKingdomofSerbs,Croats,andSlovenes(from1928onwardsnamedtheKingdomofYugoslavia).Sincethen,(exceptfortheperioddur-ingWorldWarII,whenPrekmurjewasunderHungarianoccupa-tion),Hungarians have represented one of the autochthonousnationalminoritiesinSlovenia(togetherwithItalians).

According to the 2002 population census, the population ofSlovenianumbered1,964,036people,6,243ofwhomdeclaredthemselvesHungarians2(5,350liveinthebilingualregion;oth-erslivescatteredalloverSlovenia)(StatističniUradRepublikeSlovenije,2002).

The number of persons who declared Hungarian to be theirmother tongue3 is somewhat higher, reaching 7,713 (6,563 ofwhom live in the bilingual region), the mother tongue : ethnicaffiliationindexbeing123.5.Thephenomenoncanbeattributedtoanevergrowingnumberofmixedmarriagesinwhichchildrenaremostlyraisedintwolanguages.Tothesamefactmayalso


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beattributedaneveraugmentinguseofbothlanguagesinfamilycommunication that was registered in the eleven years periodbetweenthe1991andthe2002census4(StatističniUradRepub-likeSlovenije,2002).Table1showsthelanguageofcommunica-tionwithinthefamilywithregardtoethnicaffiliationandmothertongue,asfarasSlovenianandHungarianareconcerned.

language of communication

ethnic affiliation Slovenian Hungarian Slovenian+Hungarian

Slovenian(1,631,363) 1,606,639 272 1,702

Hungarian(6,243) 919 3,283 1,840

mother tongue

Slovenian(1,723,443) 1,709,460 150 1,377

Hungarian(7,713) 1,476 3,578 2,434

Table 1. Language of communication within the family with regard to ethnic affiliation and mother tongue in Slovenia5 (Source: Statistični Urad Republike Slovenije, 2002).

The2002censusdataon the languageof familycommunica-tionshowasimilarpictureasalongitudinalstudy(NećakLük,1998p.225)accordingtowhichca.60%ofHungariannativespeakersclaimedtouseHungarianandca.30%bothHungar-ianandSlovenian in familycommunication,whileca.70%ofHungariannativespeakersclaimed touse theHungarian lan-guagealongwithSlovenianinpublicplaces.

Research into language competence reveals that in the bilin-gual region two-way bilingualism6 is a widespread phenom-enon. Hungarian native speakers estimate that their mothertongue competence equals or exceeds their competence inthemajority language (Slovenian). On the other hand, in thebilingual region ca. 40 % of the Slovenes (i.e. the majoritypopulation) estimate their proficiency inHungarian to be rea-sonablygoodandca.10%estimateittobeequivalenttotheirproficiency in Slovenian, their mother tongue.With SlovenestheunderstandingofHungarianwrittenandoraltextsreachesupto60%(NećakLük,1998p.224).


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national level WithSloveniabecomingan independentstate in1991nosub-

stantial changes appeared in the attitude towards nationalmi-norities.AccordingtoArticle5oftheUstavaRepublikeSlovenije(Skupščina Republike Slovenije, 1991; Constitution of the Re-publicofSlovenia;hereafter:theConstitution)7,itisthewelfareoftheSloveniannationtogetherwithSlovenianminoritiesandemi-grantsabroad8andtheprotectionofthetwonationalminoritiesinSlovenia,ItaliansandHungarians,thatareofprimaryconcern.

TheConstitutionprovidesforspecialterritoriallybasedcollectiverightsfortheHungarian(andItalian)nationalminorities.Itspeci-fies the minority languages as official languages, along withSlovenian,ontheregionallevel9.Alongwiththerighttousethenativetongue,theHungarianminorityisguaranteedtherighttoestablishautonomousorganisationsandinstitutions,todevelopitsownculture,andtodevelopmassmediainHungarian.Minor-itymembersareentitledtorepresentationinthenationalassem-blyandinlocalauthorities,tothefreeuseofnationalsymbols,andtocooperationwiththeirmothernationinHungary.

Provisionprovidingfortheenactmentoftheabove-enumeratedrights iscloselyrelatedto theright toeducation in themothertongue ensuring the maintenance and spread of the Hunga-rianlanguageanditsfunctioninginprivateaswellasinpubliccommunication. Namely, the use of both languages in publiccommunication is strongly dependent on speakers’ communi-cative competence in both languages (Hungarian along withSlovenian), which is developed through bilingual education.TheConstitutionimposesaspecialobligationontheRepublicofSlovenia tosupport the implementationofall these rights10financiallyandmorally.

The Državni zbor Republike Slovenije (NationalAssembly oftheRepublicofSlovenia;hereafter: theAssembly)hasaspe-cialKomisijazanarodniskupnosti(Commissionforthetwona-tionalcommunities)consistingofoneItalianandoneHungarianminoritydeputyandsevendeputiesnominatedfromtherestof

language status


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the assembly’s deputies11. The commission states its opinionand suggestions concerning issues related to the position ofbothminorities. It is important to notice that the decisions ofthecommissionmustbeadoptedwithconsentofbothminoritydeputiesandaredirectlydiscussedat theAssemblymeeting.AnotherauthoritywithintheSloveniangovernmentistheUradza narodnosti (Office for Nationalities) with the task ofmoni-toring thepositionof theHungarian (and Italian)minorityandpreparing suggestions and initiatives for the functioning of itsorganisations12.

regional/local level TheunhindereduseoftheHungarianlanguageinpubliccom-

munication, theeducational institutions included, is supportedby institutional bilingualism. In accordancewith the statute ofthe respective commune/municipality, theworkof public insti-tutions, administrative agencies, and public servicesmust beorganised in suchaway thatwrittenandoral communicationin the languageof theparty (client)concerned isguaranteed.Therefore, both languages, Slovenian andHungarian, shouldbeused indesigning topographicsigns;streetnames;namesof firms; public announcements and warnings; forms; invita-tions; decrees; regulations; and documents such as identitycards, matrimonial documents, and passports. In view of lin-guistic rights and theminority language corpus planning, thestipulationthatrequiresfosteringthecontactswith themothernationinHungaryisespeciallyrelevant.

In practice, in individual institutions the right to use one’smothertongueisfulfilledtovariousdegrees.Asarule,bilingualcommunication isbetterprovided for in the courtsof lawandinmunicipality administration, political assemblies, and publicsigns,whileitisnotsosatisfactoryinpublicandprivateenter-prisesandfactories.Employeesinadministrativeagenciesandschoolswho, according to their job requirements, need to becompetentinHungarianinadditiontoSlovenian,areawardedasupplementtotheirsalary.


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international level On account of its Constitution, which guarantees “equal hu-

man rightsand fundamental freedoms irrespectiveofnationalorigin,race,sex,language,religion,politicalorotherconviction,material standing, birth, education, social status, disability orany other personal circumstance” (Odlok o razglasitvi, 2004),Sloveniawasinthepositiontoaccedetouniversalandregionaldocuments,relatedalsotominorityrights.Sloveniabecameafull member of theOCSE,Organization for Security andCo-operationinEurope(thenCSCE,ConferenceonSecurityandCo-operation inEurope),and theUN in1992andhasratifiedthefollowingdocuments:theConventiononthePreventionandPunishmentof theCrimeofGenocide(UnitedNations,1948),the International Covenant on Economic, Social and CulturalRights(UnitedNations,1966b),theInternationalConventionontheEliminationofAllFormsofRacialDiscrimination(UnitedNa-tions,1966a),andtheUNESCOConventionagainstdiscrimina-tionineducation(UNESCO,1960).

WithbecomingafullmemberoftheCouncilofEurope,Slove-niaalsoaccededtotheEuropeanCharterforRegionalMinorityLanguages(signedonJuly3,1997,ratifiedonOctober4,2000;putintoforceJanuary1,2001)andtheFrameworkConventionfor the Protection of National Minorities (signed on February1, 1995; ratifiedonMarch25,1998,put into forceonJuly1,1998).Aspecialdeclarationwassubmittedalongwiththerati-ficationdocumentdefiningtheHungarianminorityasasubjectofprotection,too(Declaration,1998).

bilateral level Slovenia signed a bilateral agreement with Hungary, Zakon

o ratifikaciji sporazuma o zagotavljanju posebnih pravic slov-enskenarodnemanjšinevRepublikiMadžarski inmadžarskenarodneskupnostivRepublikiSloveniji(1993;ActRatifyingtheAgreement on Guaranteeing Special Rights of the Slovenianminority in theRepublicofHungaryandHungariancommuni-ties in the Republic of Slovenia; hereafter: Act Ratifying theAgreement), in which provisions on the mutual protection of


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minorities– theHungarianminority inSloveniaand theSlov-enian minority in Hungary – are included. A bilateral bodyMedvladna mešana komisija (Intergovernmental mixed com-mittee)13wasestablishedinordertomonitortheenactmentoftheprovisionsofminorityrights,languagemaintenanceissuesbeingamongthemostprominent.

Educationintheethnicallymixedregionsformsanintegralpartof theSlovenianeducationsystem.Provisions related toedu-cation inthoseregionsare integratedintoactsandprovisionsthatregulateeducationintheRepublicofSlovenia.EducationalworkinkindergartensorschoolsinethnicallymixedregionsisperformedaccordingtotheConstitution(articles5,11,and64)andthelawsandregulationsregardingthefieldsofpre-schooleducation, basic education, vocational education, secondaryprofessionaland technicaleducation, secondarygeneraledu-cation,andadulteducation14.

In the above-mentioned acts, that state general provisionsregulatingeducationontheterritoryoftheRepublicofSlovenia,Hungarian is definedas the languageof instructionandasasubjectofthecurriculumineducationalinstitutionsintheethni-callymixedregionofPrekmurje.Specific issues,however, re-latedexpresslytoeducationintheethnicallymixedregionsareregulatedby the lawmanaging the special rights of theHun-garian (and Italian)minority in thefieldofeducation:Zakonoposebnihpravicahitalijanskeinmadžarskenarodneskupnostina področju vzgoje in izobraževanja (2001) (Act Implement-ing Special Rights of Members of the Italian and HungarianEthnic Communities in the Field of Education; hereafter: ActImplementingSpecialRights).This lawdefines specific goalsfor bilingual education and indicates programmes within thestructureof education, kindergartenandschool networks, themanagement of public kindergartens and schools, the statusand tasksofemployees, the languageofdocuments,and thefinancing of bilingual public kindergartens and schools.Addi-tionalcostsforbilingualeducation(bilingualandimportedHun-gariantextbooksandotherteachingmaterials,teachertraining

status of language education


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inHungary,cooperationofbilingualeducationalinstitutionswithschoolsandinstitutionsinHungary,supplementsfortheteach-ers’ and the bilingual staff’s salaries, bilingual documentationandadministration)arecoveredbythestate.

Fromtheviewpointofculturalandlinguisticpluralisminthebi-lingualregionsofSlovenia,thelegalrequirementthatstatestheroleofthenationalminorityasasubjectinthedecision-makingprocessregardingtheissuesthatarecrucialfortheexistenceoftheHungarianpopulationanddevelopmentof its language,is of particular importance: “Before adopting or assigning theprogrammes fromArticle5of this law15, theExpertCouncilofEducation16, isobliged,incompliancewithArticle7ofthelaw,to acquire the opinion of the appropriate agency of Italian orHungarian self-managing ethnic community in the Republicof Slovenia. The Expert Council cannot adopt or assign aneducational programmewithout the consensus of the councilmembers, representativesof the ItalianorHungariannationalcommunity”(ActImplementingSpecialRights,2001,Article7).

InSloveniaeducationiscompulsoryforchildrenaged6-15.TheSlovenianeducationsystemconsistsof several levels.ThoselevelsareadequatelydescribedonthewebsiteoftheSlovenianMinistryofEducationandSport(GovernmentoftheRepublicofSlovenia.MinistryofEducationandSport,2010).Themainpartofthetextbelowisbasedontheinformationonthatwebsite.

pre-school education “Pre-school education is not compulsory. It includes children

betweentheagesof1and6.…Thenewcurriculumpromotesdifferenttypesofprogrammesuchas:day,half-day,andshortprogrammes” for children from remote and demographicallythreatened settlements (Government of theRepublic of Slov-enia.MinistryofEducationandSport,2010).“Thereisalsothepossibility of childminders, pre-school education at home oroccasional care of children in their homes.TheKurikulum zavrtce(CurriculumforPre-schoolInstitutions)17definessixareasofactivities: [physicalexercise], language,art,nature, society

education system


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andmathematics” (ibidem). Interdisciplinaryactivities likeeth-ics, health care, safety, trafficeducationare incorporated intoall those fields. “Thegoals set in individual fields of activitiesprovidetheframeworkfortheselectionofcontentsandactivi-tiesbytheteachers”(ibidem).

basic education “Basiceducationwasextended fromeightyears tonine.This

wasdonegradually.Theimplementationofthenine-yearbasiceducation began in the 1999/2000 school year. Children thatreachtheageof6 inaparticularcalendaryearenter thefirstclass in that year.Nine-yearbasiceducation isdivided into3three-year cycles” (Government of the Republic of Slovenia.MinistryofEducationandSport,2010). Inthefirstcycle–theclass levelwith thesame teacher throughout the threeyears,with an assistant in the first year – the so-called integratedapproach is applied. The second and third cycle are course-oriented: subjects from different fields (humanities, arts, etc.)areincludedinthecurriculum18.

“Elementaryschoolsprovidethecompulsoryandextendedcur-riculum.Thecompulsorycurriculummustbeprovidedbyschooland studied by all pupils. It consists of compulsory subjects,electives, home-room periods, and activity days (culture, sci-ence, sports, technology).Theoptional elementary school cur-riculummustbeprovidedbyschoolsbutpupilsarefreetodecidewhether theywillparticipate in itornot. It includeseducationalassistance for children with special needs, remedial classes,additionalclasses,after-schoolcareandotherformsofcareforpupils,interestactivities,andout-of-schoolclasses”(ibidem).

“Successfulcompletionof [inprinciple,allnineyearsof]basiceducationenablespupilstoproceedtoeducationintheirchoiceofsecondaryschool.Pupilswhofulfilthelegalcompulsoryedu-cation requirement and successfully complete at least sevenclasses in thenine-yearelementaryschoolcancontinue theireducation in a short-term vocational education programme.Success at that level opens doors to other more demanding


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secondary school programmes, either vocational, technical orgeneral”(ibidem).

(upper) secondary education “Secondary education follows compulsory basic education.

Secondary schools include vocational and technical schools,preparing students predominantly for labour, and gimnazije(generalsecondaryschools),preparingstudentspredominantlyfor further studies. Programmes in secondary education varyincontent,durationandgoals”(GovernmentoftheRepublicofSlovenia.MinistryofEducationandSport,2010).

Secondaryeducationiscompletedwithamatura,astateexambywhichgraduatesof general secondary schools prove theirmaturity foruniversity studies.Therearefivematurasubjectstobepassed: threefundamentalandtwochosenbythepupil(Zakonomaturi,2006;MaturaExaminationAct).

higher vocational education “Thefirstvocationalcollegeswereestablishedin1996/97.Pro-

grammesaremarkedlypractice-orientedandtightlyconnectedwith the world of work. Post-secondary vocational educationlastsfortwoyearsendingwithadiplomaexamination.Apost-secondaryvocationaldiplomaenablesstudentstostartworkinspecificoccupations.Since the1998/99academicyear,voca-tionalcollegegraduateshavebeenabletoenrolinthesecondyear of professionally oriented higher education programmesif the higher education institution providing this type of studyallows such arrangements” (Government of the Republic ofSlovenia.MinistryofEducationandSport,2010).

higher education “Highereducationincludesacademicuniversitystudiesandpro-

fessionallyorientedstudies.In2004,amendmentstotheHigherEducationAct19wereadopted.TheActprovidesforathree-levelstudystructure.Thefirstlevelrelatestotheundergraduatestud-ies and the second and third levels to postgraduate studies.Thedurationof studyprogrammes is limited in years (three to


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four years) and credit points (180 to 240 credit points). StudyprogrammesmustbeinlinewiththeEUstudyprogrammes.Thesecond level consists of themaster’s studies. It encompassesfrom60to120creditpointsandtakesoneortwoyearstocom-plete.Thethirdlevelisthedoctoralstudiesandlaststhreeyears.Higher education is the responsibility of theMinistry of HigherEducation,ScienceandTechnology”(ibidem).

specific parts of the education system Adulteducationandmodifiedprogrammesinethnicallyandlin-

guisticallymixedregions,presentedbelow,formspecificpartsof the system together with music and dance education andspecialneedseducation.

adult education “Adult education is characterised by impressive programme

diversity. Schools and higher education institutions providingyoutheducation,alsoofferformaleducationcoursesforadults,adaptingtheorganisationandprogrammestotheirneeds”(ibi-dem).Since2001external languageexamination isprovidedfor candidates attending foreign language programmes andcourses. The Slovenian Institute for Adult Education is thenational institution for development, research and develop-ment work, consultancy, as well as for projects developingthesystemofadultandpermanenteducation.The Institute’sbasicmission is to foster the culture of lifelong learning andeducation in Slovenia. Pedagogical work, language coursesincluded, isprovidedbyLjudskeuniverze (Institutes forAdultEducation).

modified programmes in ethnically and linguistically mixed regions “EducationinareasthathavealsobeensettledbytheItalianor

Hungarianpopulationandwhichareclassifiedasethnicallyandlinguisticallymixedregions,ispartoftheuniformeducationsys-tem.Itisthereforeupgradedandmodifiedatthesametimeastherestoftheschoolsystem.…Toachieveparityinthedevel-opmentofethnicminoritiesandtheSloveniannation,theorgani-sationandtheeducationprogrammesforpre-schoolinstitutions


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andschoolsinethnicallymixedareashavebeenmodifiedinthefollowingfields:educationalaims,timetables,syllabi,attainmenttarget and examination syllabi, admission requirements, andprogrammeimplementationguidelines”(ibidem).

private and There are only few private primary and secondary schools inSlovenia.Asfrom1991,privatepre-primaryschools,secondaryschools,anduniversitycollegesareanevermorefrequentphe-nomenon.Theinitiativetoestablishprivateprimaryandsecond-aryschools,however,lagsbehind.

Sofar,noprivateeducationalinstitutionhasbeenregisteredintheethnicallymixedregionofPrekmurje.However, theZakonoosnovnišoli(1996,2005;ElementarySchoolAct)prescribesthat intheethnicallymixedregions,alongwithothersubjects,aprivateschoolisalsoobligedtoprovideforinstructionoftheHungarian(andItalian)languagesrespectively.

bilingual Nowadays, theonly typeofschool in theethnicallymixed re-gionofPrekmurjeisthebilingualschool.ChildrenofSlovenianand Hungarian origin attend bilingual educational institutions(pre-primary schools, primary schools, and several types ofsecondaryschools).

AfterWorldWarI,whentheHungarianpopulationofPrekmurjebecame a minority in the newly established Yugoslav state,departments(classes)withHungarianasmediumof instructionwere established within schools. However, their number wasconstantly decreasing.This trend continued also in post-WorldWarIIYugoslaviaasthemajorityofHungarianparents,fearingisolationonaccountofthelowinstrumentalvalueoftheHungar-ianlanguageandinsufficientknowledgeofSlovenian,preferredto enrol their children into Slovenian classes. These particularreasonsledtotheestablishmentofabilingualmodelintheethni-callymixed regionofPrekmurjeat theendof thefifties. In theschoolyear1958/1959thefirstbilingualdepartmentsstartedattheelementaryschool level. Inthemid-seventiesHungarianasa subjectwas introduced in the secondary school in Lendava,

public

education forms


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whichlater,in1980,adoptedabilingualcurriculumwithSloveni-anandHungarianaslanguageofinstruction(NećakLük,1999).

In the primary school, and later on in the secondary school,a variety of the bilingual maintenance/enrichment model ofbilingual education was introduced in 1958/1959. A two-waybilingual programme was applied. The characteristics of thisprogrammearepresentedintable2below.

two-way dual language modelintroduced:1958/1959revised:1969/1970,1989/1990,1993/1994,1998/1999

languages of instruction Slovenian(majoritylanguage)+Hungarian(minoritylanguage)

languages as subjects of curriculum SlovenianasL1andL2+HungarianasL1andL2

bilingual methodologyteachingthroughthemediumofL1+L2+teachingofL1andL2assubjectsinL1-andL2-mediumclasses

method concurrent–NewConcurrentApproach(NCA)20

children attending bilingual school

allchildrenlivingintheethnicallymixedarearegardlessoftheirethnicaffiliation(i.e.childrenfromthemajorityandtheminoritygroup)

classes mixed

programme maintenance+enrichment

social goal culturalpluralism,equality,enrichment

linguistic goal two-waybilingualism,functionalbilingualism

Table 2. The Slovenian-Hungarian bilingual school model (Source: Nećak Lük, 2003).

In pre-primary school and during the first three-year cycle ofprimaryschool theoneperson-one languageapproach isap-plied.Duringthesecondandthirdthree-yearcycles,aconcur-rentmethodofbilingualinstructionispractised:bothlanguagesareusedforallsubjectsofthecurriculum,theNewConcurrentApproach(NCA)(Jacobson,1995)beingapplied.

Education innationallymixed regionscreates thegroundwork


19

foranequaldevelopmentofItalianandHungariancommunitiesandtheSloveniannation.Inaccordancewiththispurpose,theorganisationandprogrammesinkindergartensandschools inthese regions have been appropriately adjusted. The adjust-mentsincludethefollowingareas:

- educationalgoals; - curriculum(seealsotable4,p.26); - teachingplans,knowledgecatalogues,andexamcatalogues; and - termsofenrolment.

Inaddition toeducationalgoals,put forward in theeducation-relatedlegislation,severaladditionalaimsareincorporatedintotheeducationalprogrammesofbilingualschools.Themostout-standingamong them is thedevelopmentofacomplexcapa-cityforlivinginalinguisticallyandculturallydiversifiedsociety.Alongwiththedevelopmentofthecommunicativecompetenceinboth languages,pupilsaresupposed toacquireknowledgeabout the history, culture, and arts of both groups.Tolerancetowardsothers,understandingandacceptingtheothergroup’sculture, along withmaintenance of each group’s ethnic char-acteristics,most importantly language, are among the valuesthat the school should transmit to young generations. Thesegoalsareconsideredasthebasisforrespectandpromotionofdemocracyandhumanrightsinthefuture.

Thebilingualprogrammeperformstwofunctions:itworksasapreservation programme for the children ofminorities, whoselanguagehasaweakerstatus,and,atthesametime,itworksasa linguistic bath since the second language (the languageofthewidercommunity,whichthechildrenneedinordertobeequallyincorporatedinlifeanywhereinSlovenia)isalsoame-diumofinstruction.Thechildrenofthemajorityexperiencethisprogrammeasalinguisticbath,too,wherethecommunicationinthesecondlanguagedoesnotonlyinvolveteacherandpu-pils,butisalsoexpandedtotherelationswiththepupilsoftheminority.Attheveryleast,receptiveknowledgeofthislanguageresultsinintegrativeadvantages.


20

Thefundamentalroleofbilingualeducationistoenableequalincorporationofthepupils intofurthereducationthroughhigh-qualityeducationandthustoensureequalopportunitiesforanundisturbeddevelopmentofthesocialstructureofthenationalcommunity,whileat thesametimepreservinganddevelopingitscultureandlanguages.Theprinciplethatthemothertonguesof thepupils are all taught as a subjectwithin the curriculumand used as languages of instruction, signifies a scheme forthe development of bilingualism on a wider social level, theso-called two-way (functional) bilingualism. Bilingual educa-tionissupposedtofulfilthistaskalsobyenablingthechildrenofbothethniccommunities toachieveoptimalcommunicativecompetenceinthefirstlanguage(mothertongue)andtoensureappropriate proficiency in the second language (language oftheenvironment),too,fortheirfurthercommunicationandedu-cationalneeds.

administration Thefollowingbodiesareresponsibleforthedevelopmentandimplementation of theHungarian language in the educationalsystemofSlovenia:

- theMinistrstvozašolstvoinšport(theMinistryofEducation andSport)oftheRepublicofSlovenia; - thelocalcommunities(municipalities)intheethnicallymixed regionofPrekmurje; - theAgencyoftheHungarianself-managingethniccommunity,

ExpertCouncilsofEducation,appointedbytheGovernmentoftheRepublicofSlovenia.Theyareestablishedtoprovideadviceaswellasdecision-makinginthefieldofgeneral,vo-cational,higher,anduniversityeducation;

- theOfficeforNationalitiesisresponsibleforglobalsupervisionof therealisationof theprovisionsof the lawontheprotec-tionofnationalities,monitoringthepracticaleffects,drawingattentiontoproblemareas,preparingsuggestionsandinitia-tivesfortheGovernmentandotherstatebodies,andprepar-inganalysesandreportsonthewiderissuesoftheprotectionofnationalitiesincludingthefieldofeducation.


21

Thenationalcurriculum foralleducational levelsofeducationisconceived,implemented,andmonitoredatthenationallevelwith theonlyexceptionofhighereducation.Once ithasbeenpreparedbyprofessionals, itmustbeapprovedby theExpertCouncil for General Education and monitored by the ZavodRepublikeSlovenijezašolstvo/SzlovénKöztársaságOktatásiIntézetét (National Education Institute of Slovenia; hereafter:National Education Institute). The municipality monitors thestandardsofpre-schoolservices.

As in other public institutions, administrative agencies, andpublic services, also in education written (documents, an-nouncements,etc.)andoralcommunicationisprovidedforinbothlanguages,SlovenianandHungarian(bybilingualstaff)asprescribedbylaw.

inspection The InšpektoratRSzašolstvo in šport (Inspectorate forEdu-

cationandSport),partoftheMinistryofEducationandSport,oversees the implementation of legislation, other regulationsandactsgoverningtheorganisation,thetargeteduseofpublicfinances, and the carrying out of educational activities in allkindsofeducationalprovisions.Educationalexpertsfromindi-vidualeducationalfields,appointedbytheappropriateCouncilofExperts,functionasarbitersifadubiouscaseappearsduringinspection.

support As for other languages (Slovenian and Italian), the supportstructure for theHungarian language ineducationconsistsofprofessional institutions (bothpublicand independent)provid-ing research,development, advisory, andconsulting services,such as the National Education Institute, Center za poklicnoizobraževanje (Centre for Vocational Education), AndragoškicenterRepublikeSlovenije (Adult EducationCentre), and theDržavniizpitnicenter(NationalExaminationCentre).

The National Education Institute is responsible for pedagogi-calsupportforteachersatbilingualschools,in-serviceteachertraining, and preparation of teaching material and textbooks.

structure


22

Supported by university and research institute experts, theNational Education Institute’s pedagogical consultants oper-ate in individual disciplines. Pedagogical consultants for theHungarian and the Slovenian language provide permanentin-servicetrainingofbilingualteachersatalllevels.Theyorgan-ise refreshercourses,seminars,meetingswithSlovenianandHungarianexpertson linguistics, applied linguisticsandotherdisciplines,andintroduceapproachesandteachingtechniquescongruent to new curriculum programmes. In concordancewith the bilateral agreement between Slovenia and Hungary,bilingual school teachers improve their Hungarian languageproficiencyalsobyattendingcoursesorganisedbytheHungar-ianuniversitiesandresearchinstitutions.


23

2 Pre-school education

target group Pre-schooleducationinSloveniaconsistsoftwocycles:thefirstfor1to3-year-oldsandthesecondfor3to6-year-olds.InbothcyclesSlovenianandHungariannativespeakersaremergedinthemixed playgroups. Communicative competence in L1 (firstlanguage) and L2 (second language) is quite diverse, rangingfromnocompetenceinoneofthelanguages(eitherinSlovenianorHungarian)tomoreorlessbalancedproficiencyinboth.

structure Pre-schooleducationisnotcompulsory.Thenationalcurriculum(Ministrstvozašolstvoinšport,1999)withmodificationsforpre-schools in the ethnicallymixed regions is applied (Ministrstvoza šolstvo in šport, 2002). From the six areas defined in thepre-school curriculum (see p.13) language, art, and societyincludegoalsrelatedtotheacquisitionofknowledgeaboutthebilingual reality of the environment. The goals set forward inindividualfieldsoffertheframeworkfortheselectionofcontentsandactivitiesbyeducatorsandassistanteducators,guidedbyandresponsibletotheheadmaster.

legislation ThelanguageofactivitiesinbilingualkindergartensisregulatedbythePre-school InstitutionsAct(1996,2005)andbytheActImplementing Special Rights (2001). Both acts state that inthebilingual, ethnicallymixed regioneducationalwork inpre-schools isperformed inboth languages, i.e. inSlovenianandHungarian.Togetherwith other educational levels, pre-schooleducationisundertheresponsibilityoftheMinistryofEducationandSport.Thestaffmustbeproficientinbothlanguages.

language use Asmentionedabove,staffmustbeproficient inbothHungar-ianandSlovenian.AtthebilingualschoolinPrekmurjecontentintegrated language learning is practised with all activitiesbeingcarriedout inboth languages.The linguisticgoal is thedevelopmentofL1andL2proficiencyinallchildrenregardlessof theirfirst language.Thestrategyoneperson-one languageisapplied,combinedwiththestrategiesofspaceandtimedis-tributionoflanguageuse21.Twobilingualteachersworkineach


24

department; both use their stronger language, generally L1,whencommunicatingwiththechildren.Childrenaremotivatedtoparticipate in the language theychoose.TheyalsoacquireL2spontaneouslythroughthecontactwiththeirpeersofadif-ferentL1.Atthesametime,goal-orientedspeechdevelopmentactivitiesineitherL1orL2arecarriedoutforshortperiods(upto20minutes) in the formof storytelling,acting, socialplays,riddles,recitation,etc.

teaching TheNationalEducationInstituteisresponsiblefortheteachingmaterial,preparedeitherbyauthorsandpublishersinSloveniaorimportedfromHungary.

statistics In October 2007, 299 children were enrolled in either all- orhalf day activities in 11 bilingual units of public kindergar-tens in theethnicallymixedareaofPrekmurje (Hodoš/Hodos,Domanjševci/Domonkosfa,Prosenjakovci/Partosfalva,LendavaI/Lendva I, Lendava II/Lendva II, Dolina/Volgyifalu, Petišovci/Peteshaza, Gaberje/Gyertanos, Genterovci/Gonterhaza, Do-brovnik/Dobronak, Dolga vas/Hosszufalu). Of those children,201hadSlovenianand98Hungarianastheirmothertongue22.

material


25

3 Primary education

target group For children from the age of six, education is compulsory.Primaryeducationisforchildrenagedsixtotwelve.Afterpre-school,allchildren in thebilingualethnicallymixedregionareenrolled in a bilingual primary school. The classes are thenethnicallymixed;theL1ofpupilsistakenintoaccountasoneof the normalisation criteriawhen forming the departments inelementaryschool23.

structure Compared to theother regions inSlovenia theprogrammeoftheelementaryschoolinthebilinguallymixedregionscontainsanumberofmodificationsregardinglanguageandsubjects:

language The first language (mother tongue of the pupils) and second

language(languageoftheenvironment)aretaughtassubjectsof the curriculum in all classes at all levels. The curriculumthereforecontainsanadditionalquotaofperiodsforHungarianasthefirstlanguage(equaltothenumberofclassesforSlov-enianasL1)and forSlovenianandHungarianas thesecondlanguages (languages of the environment). In the first threeyears,theL1lessonsareallocatedmoretimethantheL2ones(sixhoursperweekforL1andthreetofourhoursforL2).Thereasonforthisdifferenceistheinitialliteracyinstructionwhichisinitiatedinthepupil’sfirstandstrongerlanguage.Gradually,followingapupil’sacquisitionof theL2, literacyalso isdevel-opedinthatlanguage.Fromthefourthyearonwards(untiltheninthyear),bothlanguageshaveanequalshareoflessonsinthe curriculum per week (see table 3). This way, pupils whoachieveabalancedcompetenceinbothlanguagescanchoosetoattendlessonsofbothlanguagesattheL1level.


26

subjectclass annual

number of hours1 2 3 4 5 6 7 8 9

SlovenianasL1 6 6 6 5 5 5 4 3,5 4,5 1561,5

SlovenianasL2 3 4 4 385,0

HungarianasL1 6 6 6 5 5 5 4 3,5 4,5 1561,5

HungarianasL2 3 4 4 5 5 5 4 3,5 4,5 1316,5

Foreignlanguage 2 3 4 4 3 3 656

Table 3. Number of hours of language lessons per week in bilingual primary education (Source: Strokovni svet RS za splošno izobraževanje, 2004).

subjects InbilingualschoolswithSlovenianandHungarianasamedium

of instruction, the programme of the subjects in the field ofhumanities,socialsciences,andarts (history,geography,andartistic(educational)subjects)isexpandedtoincludethecon-tentsofHungarianhistory,cultureandart, inaccordancewiththegoalsofeducationforcoexistence.

Thecurriculummodificationsdescribedabovearedepicted intable4.

PrekmurjeBilingual schools with Slovenian and Hungarian as languages of instruction

Schoollevels:pre-school,primaryschool*,generalsecondaryeducation,technicalsecondaryeducation,andvocationaleducation

subject

languages humanities, arts etc. Hungarianhistory,geographyetc.incorporated.

SlovenianL1+HungarianL2 environment

HungarianL1+SlovenianL2 society

foreignlanguagesI,II,(+III) history

geography

arts

music* Primaryschoolprogrammesforchildrenwithspecialneedsandforadultswhohavenotcom-

pletedprimaryschoolarealsomodified.Table 4. Curriculum modifications in educational institutions in the ethnically mixed region of Prekmurje (Source: Nećak Lük, 2003).


27

In the first three years (the first cycle (cf. p.14, basic educa-tion))ofprimaryeducation, twoteachers in theclassroomareresponsible for an equal time share of both languages. Botharebilingualanduse theirdominant language incommunica-tionwithpupils.Theoneperson-onelanguagestrategy,whichthechildrenknowfrompre-school,iscontinued.Inthesecondandthirdcycles,inaccordancewiththeautonomyprinciple,thetimeshareofeachlanguageofinstructionvariesfollowingtheratio of native speakers of each language in the department.Generally,alargerpartofinstructionisperformedinSlovenian(between70and80percent),andtheteacherusesHungarianforasmalleramountoftime(between30and20percent).Re-gardlessofthemodifiedcurriculum,theschoolsinthebilingualregionhavetoenforcetheprescribedgoalsofthenationalcur-riculuminsuchawaythatthepupilscancontinuetheirschool-ing (secondary, high-school, or college) either in Slovenia orin Hungary. This pertains to the linguistic goals in particular:specialattentionisgiventotheverbalandwrittenacquisitionofHungarianterms;competenceofallfourlinguisticskillsinbothlanguages isnecessary forpupils tobeable tocontinue theirschoolingeitherinSloveniaorinHungary.

Thecurriculumofbilingualbasic(andsecondary)schoolsisalsomodifiedwithregardtotheelectivesubjects.Pupilsmustchoosetwoelectivesubjects(insteadofthreeasprescribedforschoolsin other regions of Slovenia): one from the social science/humanities and another from the natural/technical sciences.Accordingtothenationalcurriculumproposal,electivesubjectsareassignedonehourperweek,with theexceptionof foreignlanguages,whichareassignedtwohours.Electivesubjectsaretakenforeitherone,two,orthreeyears.Thepupilcanchangetheelectivesubjecteachyear.Therefore, thesamegroupcancontainpupilsfromdifferentclassesofthelastthreeyears.

Special standards are used for elective subjects in bilingualschools. Each school, even a school with one department,must offer at least four elective subjects (compared to sixin other regions).An elective subject is taught if at least 15


28

pupils are enrolled. This limit is lower for small schools andbranch schools24.Within the elective subjects offered at bilin-gual schools, special attention is paid to topics and activitiesrelated to language and ethnic issues, such as literary club,schooljournalism,theatreclub,historyofart,artistic,musicanddance activities, informatics, literacy etc.Hungarian history isasanadditionalelectivesubject.Inaccordancewithethnicandlanguage specificity, these elective subjects are taught eitherin Hungarian or in Slovenian.As the national curriculum, themodifiedcurriculumforbilingualprimaryschoolispreparedbyprofessionals from different disciplines, members of differentfacultiesand institutes, in the frameworkof theexpertgroupsappointed by theMinistry of Education. It is approved by theExpert Council for General Education and monitored by theNationalEducationInstituteofSlovenia.

legislation PrimaryeducationinthebilingualregionofPrekmurjeisregu-latedbytheElementarySchoolAct(1996,2005),statingSlov-enian andHungarian as the languages of instruction, and bytheActImplementingSpecialRights(2001),withdetailedprovi-sionson issuesofbilingualeducation.Zakonoorganizaciji infinanciranju vzgoje in izobraževanja (1996; The Organisationand Financing of Education Act) regulates important issuessuchasthenormatives(i.e.theprescribedmaximumofpupilsperclass,whichislowerinthebilingualeducationalinstitutionsthanelsewhereinSlovenia),thesalarysupplementforbilingualteachersandbilingualstaff,etc.

language use SlovenianandHungarianaretaughtasasubjectandusedasthemediumof instruction.Thepupilsthusacquirethesecondlanguage also through the content of all other non-linguisticsubjects.

Hungarian as a subject Bilingualeducation is supposed tohelppupils todeveloppro-

ficiency for active communication in both languages.Adjustedtothecommunicativecompetenceofthepupils,SlovenianandHungarian are taught as L1 and/or L2.Alongwith themother


29

tongue lessons,all pupils, regardlessof theirethnicorigin,at-tend lessonsof thesecond language,SlovenianorHungarianrespectively.Both languages figureas subjects of the curricu-lum.Externaldifferentiation(groupingofpupilsaccordingtotheirstronger(L1)andweaker(L2)languagerespectively)isappliedfortheteachingofbothHungarianandSlovenianasasubject.

Hungarian as a medium of instruction Accordingto theassumptionthatonlyasmallpartofchildren

who start school develop a balanced proficiency in two lan-guages during preschool, a bilingualmethodology is applied,asdescribedinthesectiononstructureonp.25.Inthesecondand thirdcycle there isamovement towardsSlovenianbeingusedasthelanguageofinstructionmoreoftenthanHungarian.GroupworkinHungariancanbeorganisedforin-depthstudyoftheHungarianhistory,cultureandart.

In the school for children with special needs (Lendava II /LendvaII),anindividualapproachoflanguageuseispracticed,achild’sstrongerlanguagebeingintheforefront.

teaching At class level, textbooks and other teaching materials are bi-lingual. Slovenian textbookswith summaries inHungarian lan-guagehadbeenpreparedforsomesubjectsofthesecondandthirdcycle.However,theydidnotassureagoodfoundationfortheacquisitionofHungarian.Therefore,inthenine-yearelemen-tary bilingual school, alternative textbooks are imported fromHungary,notonly for the teachingofHungarianasL1andL2,butalsoforothercourses.Today,bilingualtextbooks,Sloveniantextbooks,and textbooks inHungarian fromHungaryareusedinthebilingualelementaryschool.WhiletheNationalEducationInstituteattendstotheteachingmaterial,preparedeitherbyau-thorsandpublishers inSloveniaor importedfromHungary,theExpertCouncilofEducationof theRepublicofSloveniagrantsthattheproposedtextbooksareinaccordancewiththevalidcur-riculum.InAppendixI(p.69)anoverviewisgivenofschoolbooksandhandbooksforHungarianasL1andL2.

material


statistics There are four bilingual elementary schools in the ethnicallymixed region: Lendava I/Lendva I (with a branch inGaberje/Gyertanos),Dobrovnik/Dobronak,Genterovci/Gonterhaza,andProsenjakovci/Partosfalva (with two branches: Hodos/HodosandDomanjševci/Domonkosfa).

Thetablesbelowshowthenumberofdepartmentsandpupilsin the bilingual schools (table 5) and the number of teachingandadvisorystaff(table6).

bilingual primary school

number of departments/

classes

number of pupils with

Hungarian as L1

number of pupils with Slovenian

as L1

total number of

pupils

Lendava/Lendva 35 176 418 594

Genterovci/Gönterháza 11 33 52 85

Dobrovnik/Dobronak 11 35 34 69

Prosenjakovci/Pártosfalva 10 30 58 88

total 67 274 562 836

Table 5. Numbers of departments and pupils in the four bilingual primary schools, specified by the pupils’ first language (school year 2006/2007) (Source: school statistics provided by the bilingual schools’ principals).


number of teachers

of Hungarian as L1 and

L2

number of

teachers of

Slovenian as L1 and

L2

number of

teachers of other subjects

advisory staff (psychologists, social workers, educationalists)

total number of staff

Lendava/Lendva 13 7 65 3 88

Genterovci/Gönterháza 4 2 14 2* 22

Dobrovnik/Dobronak 1 1 16 1* 19

Prosenjakovci/Pártosfalva 5 2 17 1 25

Total 23 12 112 7 154

*parttimework(20-50%)Table 6. Numbers of teaching and advisory staff in the four bilingual primary schools (school year 2006/2007) (Source: school statistics provided by the bilingual schools’ principals).


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4 Secondary education

target group Bilingualsecondaryandvocationalprogrammes (forfifteen tonineteen-year-olds)areusuallychosenbypupilswhohaveei-therSlovenianorHungarianastheirnativelanguageandwhohavefinishedabilingualprimaryschool.

structure There isonesecondaryandvocationalschool in thebilingualregionofPrekmurje:Lendava/Lendva.Itoffersabilingualgram-marschoolprogrammewithSlovenianandHungarianasme-diumofinstruction,aswellasthreevocationalprogrammes:afour-yeareconomic-commercialtechnicalprogramme,athree-yearcommercialprogramme,anda four-yearmechanicengi-neeringprogramme.

The general, technical, and vocational secondary-school pro-grammes contain a number of modifications in the languageas well as subject field. The linguistic organisation of educa-tionatthislevelfollowsthemodelofthehigherprimaryschoolclasses (see table3,above).HungarianandSlovenianasL1andL2aretaughtasasubjectandbothlanguagesareteachinglanguageswithothersubjectsof thecurriculum.Likewise, thecurriculumatthislevelrequiresadditionalcontentinthefieldofhistoryandcultureof theHungarianethniccommunityand itsmother-nationinHungary.

legislation Zakon o gimnazijah (1996, 2007; Gimnazije Act), Zakon opoklicneminstrokovnemizobraževanju(1996;VocationalandTechnical EducationAct), together with theAct ImplementingSpecialRights(2001)regulatespecificaspectsofthebilingual,Slovenian-Hungarian secondary and vocational education intheethnicallymixed regionofPrekmurje.TheHungarian lan-guageisamongthesubjectsinthematuraintheMaturaExam-inationAct(2003,2006).WithintheOrganisationandFinancingofEducationAct(1996)relevantfinancialandstandardissuesareregulated(c.f.chapter3,primaryeducation).


32

Duetothelimitednumberofsecondary-schoolprogrammesinthebilingualregionofPrekmurje–thereisonlyoneschoolforsecondaryandvocationaleducation–secondaryandvocationaleducationoutsideof this regionalsoprovidescontinuity in theteaching of Hungarian: “Pupils and apprentices who finish…bilingualelementaryschoolandenrolinthevocationalschools,secondarytechnicalschoolsorsecondaryvocationalschools,orgrammarschoolsoutsideoftheethnicallymixedregion,havetobeofferedjeziknarodnosti(nationalitylanguage,i.e.Hungarian)lessonsasafacultativecoursebytheabove-mentionedschoolsthemselvesor incooperationwithotherschools.The teachingofthenationality language(i.e.Hungarian) isorganisedifcho-senbyatleastfivepupilsorapprenticesandisfreeofcharge.Thegroupofpupilsorapprenticescanalsobeformedfromthepupilsorapprenticeswhoareenrolledatdifferenteducationalprogrammesindifferentschoolsinthesamelocation”(ActIm-plementingSpecialRights(2001),Article9).

language use Hungarian as a subject HungarianandSlovenianasL2aresubjectsofthecurriculum

inall classesat all levels.Thepupils’ communicative compe-tence ineach language is taken intoaccount,andHungarianlanguageand literatureareofferedat two levels.At the lowerleveltheL2methodisapplied;atthemoredemandingleveltheL1method isused.NativespeakersofSlovenianusually jointheHungarianL2levelgroup.

Hungarian as a medium of instruction In bilingual schools, programmes of history, geography, and

artistic(educational)subjectsareexpandedtoincludeHungar-ianhistory, culture andart,whichare taught inHungarian, inaccordancewith the goals of education for coexistence.Withothersubjects,Slovenianasmediumofinstructionispredomi-nant,with parallel terminology provided inHungarian.Writtenpresentationofcoursecontentinbothlanguagesisobligatory.

Specialattention ispaid to topicsandactivitiesrelatedto lan-guage and ethnic issues, which are investigated also in the


33

framework of obligatory field work in Hungary and Slovenia.Specificgoalsofbilingualeducation, i.e. thepromotionof theHungarian language and identity, are also pursued by inten-sivecontactswithseveralschools inHungary.SeveralexpertmeetingsorganisedincooperationwithEducationInstitutesin ZalaegerszegandSzombathely(Hungary)alsohelptopromotetheabove-mentionedspecificgoals.

teaching As in the higher cycles of primary education, Slovenian text-booksareusedfornon-linguisticsubjectsalongwiththealter-native textbooks in Hungarian, imported from Hungary. Text-booksforHungarianasL1andL2areimportedfromHungary.TheNationalEducationInstituteattendstothetextbooks,pre-paredeitherbyauthorsandpublishersinSloveniaorimportedfrom Hungary, while the Expert Council of Education of theRepublicofSloveniagrantsthattheproposedtextbooksareinconcordancewith the valid curriculum. However, there is stillshortageoftextbooksforsomesubjectsinHungarian.

statistics AllsecondaryandvocationalschoolprogrammesareexecutedinthesecondaryschoolofLendava/Lendva.Below,table7showsthenumberofpupilsaccordingtoL1enrolledinthedifferentpro-grammesofthesecondaryschoolLendava/Lendvaaswellasthenumberofdepartments;table8showsthenumberofstaff.

secondary school Lendava/Lendva

number of departments

number of students

with Hungarian

as L1

number of students

with Slovenian

as L1

total number of students

generalprogramme 8 52 98 150

technicalprogramme 6 32 59 91

vocationalprogramme 6 30 51 81

preparatorymaturacourse 1 - 14 14

total 21 114 222 336

Table 7. Number of departments and students of the bilingual secondary school Len-dava/Lendva according to the pupils’ first language (school year 2006/2007). (Source: school statistics provided by the bilingual schools’ principals).

material


34

secondary school

Lendava/Lendva

number of teachers of Hungarian

as L1 and L2

number of teachers of

Slovenian as L1 and L2


other subjects of the bilingual

curriculum

number of advisory staff

(psychologists, social workers, educationalists)

total

5 4 43 2 54

Table 8: Numbers of teaching and advisory staff of the secondary bilingual school Lendava/Lendva (school year 2006/2007) (Source: school statistics provided by the bilingual schools’ principals).


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5 Vocational education

BilingualvocationaleducationinPrekmurjeisprovidedbyoneschool,inLendava/Lendva.Thisschoolprovidesbothvocation-alandsecondaryeducation.Thedescriptionof thevocationalprogrammehasbeenincludedinthepreviouschapter,chapter4,onsecondaryeducation.


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6 Higher education

structure SecondaryschoolgraduatesfromthebilingualregionofPrek-murjecancontinue theireducationatuniversity leveleither inSloveniaorinHungary.TheuniversitiesinSloveniaareobligedtoprovideforcontinuityofHungarianlanguageeducationandteacher training for thebilingual region. InSlovenia, it ispos-sible to continue the study of theHungarian language at theFilozofska fakulteta, Univerza v Mariboru (Faculty of Arts oftheUniversity ofMaribor), at theOddelek zamadžarski jezikin književnost (Department of Hungarian Language and Lit-erature) (established in1981at the thenPedagogicalFacultyof theUniversity ofMaribor).Thedepartment consists of twounits. First, there is the Chair of Hungarian Language andLiterature,where,withintheframeworkofthefirstcycleoftheundergraduateprogrammewith90ECTS,coursesareofferedon Hungarian language, Hungarian literature, history of theHungarianlanguageandnation,didacticsoftheHungarianlan-guageandliterature,researchmethodology,etc.Second,thereis theHungarian language lectureshipwhichoffersHungarianlanguagecoursesforstudentsofotherdisciplines,mostlythoseattendingpedagogicallyorientedprogrammes.Thepracticeoftheexchangeoflecturersandvisitingprofessorsfromuniversi-ties fromHungary has been established since the foundationofthedepartmentin1981.Thedepartmentmembers–mostofthemareuniversityteachersfromHungary–arealsoengagedinresearchprojectsandpreparationofpublicationsonHungar-ianlanguageandliterature.

HungariancanalsobestudiedattheOddelekzaprimerjalnoinsplošnojezikoslovje(DepartmentofComparativeandGeneralLinguistics) of theFilozofska fakulteta (Faculty ofArts) of theUniverzavLjubljani (UniversityofLjubljana)where,accordingtothebilateralagreementActRatifyingtheAgreement(1993),a lectureshipofHungarianhasbeenestablished.ThelecturercomesfromHungary;his/hermandatelastsfortwoyears.Hun-garianL1andL2coursesareprovidedtogetherwithageneraloverviewofHungarianliterature,history,andculture.


37

Apart from this, each year, around fifty Hungarian studentsattend university studies in Hungary in concordance with theprovisions of the 1993 bilateral agreement (Act Ratifying heAgreement,1993)betweenSloveniaandHungary.

legislation The status of Hungarian at the university level is regulatedby Article 8 of the Zakon o visokem šolstvu (1993, 2004,2006)(HigherEducationAct),whichstatesthatuniversitypro-grammesofforeignlanguagescanbeprovidedintherelevantforeign language.Thestatusof theDepartmentforHungarianlanguage and Literature at the Faculty ofArts of the Univer-sityofMaribor isregisteredbytheStatutUniverzevMariboru(2010)(StatutesoftheUniversityofMaribor)25.Atthebilaterallevel, education of Hungarian ethnic community members inHungaryisregulatedbythe1993bilateralagreement(ActRati-fyingtheAgreement,1993)betweenthetwocountries.

language use All lecturesof thestudyofHungarian languageand literatureat theUniversityofMariborandofHungarian languageat theUniversityofLjubljanaaregiveninHungarian.Theverbalandwrittenresponseofstudents is inHungarian,andsoare theirseminaranddiplomaworks.

ThepublicationsoftheDepartmentofHungarianlanguageandliteratureinMaribor,differentprojectreportsaswellasconfer-encecontributionsarepublishedinHungarian.SoaredifferenteventsorganisedbytheDepartment.

teacher training Noexplicittrainingisprovidedforteachersatbilingualschools.Within the frameworkof thepre-school, elementary, andsec-ondaryschoolteachertraining,coursesofHungarian(languageand literature) are provided by the Department of HungarianlanguageandliteratureattheFacultyofArtsoftheUniversityofMaribor.AccordingtothePravilnikopreizkusuznanjaučnegajezika na narodno mešanih območjih (2006) (Ordinance onthe examination of the teaching language competence in theethnicallymixedregions), teachersemployed inbilingualedu-cational institutions are obliged to prove their competence in


38

theteachinglanguage(s)bypassingastateexaminationoftheSlovenianandHungarianlanguage.

In-service training for teachers in thebilingual schools ispro-vided by the Education Institute’s pedagogical consultants incooperationwithexpertsof theSlovenianandHungarianuni-versitiesandresearchinstitutes.Refreshercoursesandsemi-nars are publishedannually by theMinistry ofEducation andSport. Along with language and other subject courses, newseminarson thebilingualmethodologyare recentlymore fre-quent.Participationofthebilingualschools’teachersincoursesof Hungarian language, literature, and culture, organised assummer university courses inHungary, is a tradition that hasbeengoingonfordecades.

statistics SincethefoundationoftheDepartmentofHungarianlanguageand literature at the University ofMaribor in 1981, thirty stu-dents have graduated. The annualmatriculation is low: eightstudentsperyear.


39

7 Adult education

structure and In thebilingual regionofPrekmurjeadults cancomplete theireducationbyattendingtheLjudskauniverza(InstituteforAdultEducation) in Lendava/Lendva orMurskaSobota, which alsoorganise languagecourses,Hungarianamong them.Employ-eesandapplicantsforjobsinthebilingualregionwho,accord-ingtolaw,mustmasterbothlanguages,usuallyenrolintheseprogrammesthatwillprovidethemwithapubliccertificate.

In accordance with Article 7 of the Zakon o izobraževanjuodraslih(1996,2006)(AdultEducationAct),theprogrammeofHungarianasapublicprogrammeforadultsof1984hasbeenreformed26: the tender was broadened, with different coursesbeing offered, varying as to the number of classes (hours).The contents and methods were updated. New programmeswere introduced in theschool year2003/2004.TheStateEx-aminationCentreprovidesacertificateofHungarianlanguagecompetence on the basis of a successfully performed stateexaminationtest.

AdultscanalsocompletetheireducationwithintheframeworkofmaturacoursesatthebilingualsecondaryschoolinLendava/Lendva(seechapter4,Secondaryeducation,p.31).

language use The language of instruction at the courses of the LjudskauniverzaisSlovenian,withtheexceptionoftheHungarianlan-guagecourseswhichareinHungarian.Atthematuracoursesbothlanguages,HungarianandSlovenian,areusedasame-diumofinstruction.

statistics The demand in the bilingual region is rather moderate. In2005/2006,seventeenstudentsattendedaccredited languageprogrammesofHungarianandthirty-sevennon-accreditedpro-grammes (Statistični Urad Republike Slovenije, 2007). In theschool year 2006/2007 fourteen adult students attended thebilingualmaturacourse.

language courses


40

8 Educational research

The resultsandoutcomesofeducational researchatnationallevelarealsoappliedanddisseminatedinschoolsintheethni-callymixed regionofPrekmurje, inviewof themodernisationof didactic approaches. However, due to the sensitive natureofeducationinmixedenvironments, it isevenmoreimportantthan elsewhere to provide constant verification of the effectsofeducationandofmodernisationofeducationalprocedures.Likewise, for themonitoringandmanagementof thepotentiallanguageconflict,aninsightintothesocial-psychologicalimpli-cationsoftherelationshipbetweenthetwoethniccommunitiesincontactisalsoofcrucialimportance.SincetheintroductionofbilingualeducationintheethnicallymixedregionofPrekmurje,the Republic of Slovenia has supported research into bothareas.Modificationsandrenovationofcurriculumandteachingmethodswereintroducedinthebilingualmodelonthebasisoftheoutcomesoftwomajorresearchprojects:- A study of the effectiveness of the bilingual education

model.Thisfirstcomplexinvestigationintotheeffectivenessofthebilingualeducationmodelwascarriedoutinthelate1960s(Novak,1970),whentheConstitutionalCourtoftheRepublicofSlovenia,respondingtotheinitiativeofagroupofparentswhodisputedthemodel,hadtojudgethecompli-anceofthemodelwiththeconstitution.

- A longitudinal action research project called “Vzgoja inizobraževanje v večjezičnih okoljih: motivacija za učenjematernegaindrugegajezikavdvojezičniosnovnišolivPrek-murju” (Education inaMultilingualEnvironment:MotivationforLearning theMotherTongueand theSecondLanguageinaBilingualSchoolinPrekmurje)(NećakLük,1989).ThisprojectintroducedaninnovationintotheHungarianandSlov-enian teaching approach, and also looked at the bilingualteaching method of other subjects. It was carried out be-tween1986-1994.OnthebasisoftheprojectoutcomestheExpertCouncilforGeneralEducationconfirmedareformedapproachtoHungarianandSlovenianlanguageteachingbyintroducingsomemodificationsintothebilingualcurriculum.


41

Furthermore, attitudes and standpoints of the population in-volved, with regard to bilingual education were investigatedby a research teamof the Inštitut zaNarodnostnaVprašanja(Institute for Ethnic Studies) in Ljubljana in the framework ofa longitudinalproject(1992-2002)called“TheManagementofInter-EthnicRelationsinLendava/Lendva”(NećakLük&Jesih,2000).Oneof theaspects investigatedwere therespondents’perceptionsofthebilingualmodel.

Oneoftheperceivedpositivepointswasthefactthatthepupilsofdifferentlanguageandethnicbackgroundsaretaughtinmixedclasses.Thisviewwassupportedbyclaimsthat,insuchaway,theschooleducatesfortoleranceandcoexistence.Themajorityof the interviewees find the current bilingual schoolmodel stillthemostappropriatewithregardtothecharacteristicsandcom-municationalneedsoftheethnicallymixedenvironment,despitethedemandingprofessionalandpolitical criteria.Nevertheless,most critical remarks and warnings refer to the necessity ofconstantmodernisationofeducationalwork, the introductionofcontemporaryandeffectiveformsandmethodsofwork,and,inthiscontext,tothepermanentin-serviceteachertraining.

AmongotherprojectsinvestigatingdifferentaspectsofeducationinthebilingualmixedregionsofSloveniatherearetheCOME-NIUS-2.1 project:Promotion of Minority Languages in Multilin-gual Areas with regard to Teacher Training (2003-2006) (dealingwith aspects of teaching strategies and strategies of learning,teachingaminoritylanguagewithoutprejudices,politicsinteach-ingminoritylanguages)andCOMENIUS-2.1project:Identifying training models in multilingual areas(INFO),2004-2007.

LanguagecompetenceofthebilingualschoolpupilsinHungar-ian(aswellasinSlovenian)asL1andL2hasbeenassessedinacomparativestudyoftheeffectivenessofeducationintheethnically mixed regions of Slovenia (Čok, 2009; Nećak Lük2009).Intheframeworkofthisproject,researchintothepupils’standpointswithregardtobothlanguagesofinstructionaswellastothebilingualschoolmodelhasbeencarriedout.


42

MostofthescientificproductionandpublicationsrelatedtotheHungarian minority, its language, culture and history comesfromtheInstituteforEthnicStudiesinLjubljanaanditsbranchinLendava/Lendva,fromtheInstituteforEducationalResearchandfromtheFacultyofArtsattheUniversityofLjubljana.Manyprojects are designed and executed in cooperation with re-searchinstitutionsandresearchersfromHungary.Fordecades,forinstance,theUniversityofMariborhasprovidedtrainingforteachersand researchon thebasisofanagreementwith theUniversity in Szombathely, Hungary, where teachers of Slov-enianasinminoritylanguageintheHungarianregionPorabjearealsobeingtrained.


43

9 Prospects

Thebilingualmodel,whichoperatesinPrekmurje,isappropri-ateparticularlyfortheenvironmentsthatenablemixedclasses,that is to say the environmentswhere the social climate andsocio-politicaldecisionssupport the jointeducationofchildrenofdifferentmothertongueswiththeconsiderationandrespectoftheirculturalandlinguisticcharacteristics.

Sincetheintroductionofbilingualeducationin1958/1959,themodel has performed at least three important functions, rel-evantalsofortheEUpolicyofpluri-andmultilingualism:- maintenanceoftheHungarianlanguageanditsfunctioning

inpublic andprivatedomainsalongwith themajority lan-guage,Slovenian;

- developmentofthesocialstructureoftheHungarianminor-ityanditssocialmobilitythroughitsownlanguagebyena-blingpupilswithHungarianasL1 tocontinue theireduca-tionintheirfirstlanguageeitherinSloveniaorinHungary;

- developmentoftwo-waybilingualismandculturalpluralism,providingforanatmosphereofmutualconfidenceandcrea-tivity regardless of language and ethnic adherence of thepopulation.Inthisregard,astatementofthespecialrappor-teurof theEuropeanCouncil from1996 isworthmention-ing: “The Slovenian system of education in the ethnicallymixedareaisunique.Itisofgreatinterestnotonlybecauseitenablestotal implementationofspecialminorityrights inaccordancewith internationalstandards,butalsobecauseof themanner in which these rights are implemented. Itsguidelineisinterculturalism,stressingtruecoexistenceandthedualculturalidentityofthechildrenwhoattendbilingualschools”(NećakLük,1996).

However,inaccordancewiththereformprinciplesoftheSlov-enianeducationsystem, the followingaspectsof thebilingualeducationinPrekmurjedemandspecialattention:- Highacademicexpectationforallchildreninvolved,withno

differentiationbetweenminorityandmajoritychildren;


44

- permanent education of teachers, in-service training, pro-viding for the acquisition of the updated methods anddidacticsofL1andL2teaching(throughcontentlanguagelearningandthecontractiveapproach);

- permanent education of teachers, in-service training, pro-viding for theacquisitionof theupdatedbilingual teachingmethodsanddidactics,especiallyat kindergartenand thefirstcycleelementary level,wheretwoteachersworkasateam;

- permanenteducationofteachers,in-servicetraining,provid-ing for the acquisition of updated knowledge on the psy-cholinguistic,sociolinguistic,andsocial-psychologicalissues,relevantforteachinginabilingualclass;

- the development of bilingual competence, i.e. striving fora balanced competence in Slovenian and Hungarian, ofteachersteachingthesubjectswithinthehumanistic,natu-ral,andtechnicalfield;

- permanent professional and personal development of allschoolstaff,alsobywayofanti-biasprogrammesinordertoassuretheattainmentofspecificeducationalgoals;

- on-goingprofessionalsupportforandmonitoringoftheap-plicationofbilingualinstructionapproachesandmethods;

- on-goingmentoringandmonitoringof thepupils’ and stu-dents’academicachievements;

- permanent updating of the textbooks and other bilingualandHungarianteachingmaterials,especiallyforsecondaryandvocationaleducation;

- furtherconsistenttranslationofteachingplans,knowledge,andexamcataloguesintoHungarian;

- continuousparents’involvementandcooperationwithschool;- further development of networks and partnerships with

schoolsandotherinstitutionsinSloveniaandinHungary.


45

10 Summary statistics

language of communication

ethnic affiliation Slovenian Hungarian Slovenian+Hungarian

Slovenian(1,631,363) 1,606,639 272 1,702

Hungarian(6,243) 919 3,283 1,840

mother tongue

Slovenian(1,723,443) 1,709,460 150 1,377

Hungarian(7,713) 1,476 3,578 2,434

Table 9. Language of communication within the family with regard to ethnic affiliation and mother tongue in Slovenia27 (Source: Statistični Urad Republike Slovenije, 2002).

two-way dual language model

introduced:1958/1959revised:1969/1970,1989/1990,1993/1994,1998/1999

languages of instruction Slovenian(majoritylanguage)+Hungarian(minoritylanguage)

languages as subjects of curriculum SlovenianasL1andL2+HungarianasL1andL2

bilingual methodologyteachingthroughthemediumofL1+L2+teachingofL1andL2assubjectsinL1-andL2-mediumclasses

method concurrent–NewConcurrentApproach(NCA)28

children attending bilingual school

allchildrenlivingintheethnicallymixedarearegardlessoftheirethnicaffiliation(i.e. children from the majority and the minoritygroup)

classes mixed

programme maintenance+enrichment

social goal culturalpluralism,equality,enrichment

linguistic goal two-waybilingualism,functionalbilingualism

Table 10. The Slovenian-Hungarian bilingual school model (Source: Nećak Lük, 2003).


46

subjectclass annual

number of hours1 2 3 4 5 6 7 8 9

SlovenianasL1 6 6 6 5 5 5 4 3,5 4,5 1561,5

SlovenianasL2 3 4 4 385,0

HungarianasL1 6 6 6 5 5 5 4 3,5 4,5 1561,5

HungarianasL2 3 4 4 5 5 5 4 3,5 4,5 1316,5

Foreignlanguage 2 3 4 4 3 3 656

Table 11. Number of hours of language lessons per week in bilingual primary education (Source: Strokovni svet RS za splošno izobraževanje, 2004).

PrekmurjeBilingual schools with Slovenian and Hungarian as languages of instruction

Schoollevels:pre-school,primaryschool*,generalsecondaryeducation,technicalsecondaryeducation,andvocationaleducation

subject

languages humanities, arts etc.

Hungarianhistory,geographyetc.incorporated.

SlovenianL1+HungarianL2 environment

HungarianL1+SlovenianL2 society

foreignlanguagesI,II,(+III) history

geography

arts

music* primaryschoolprogrammes for childrenwith special needsand foradultswhohavenot completed

primaryschoolarealsomodified.Table 12. Curriculum modifications in educational institutions in the ethnically mixed region of Prekmurje (Source: Nećak Lük, 2003).


47


number of departments/

classes

number of pupils with

Hungarian as L1

number of pupils with Slovenian

as L1

total number of

pupils

Lendava/Lendva 35 176 418 594

Genterovci/Gönterháza 11 33 52 85

Dobrovnik/Dobronak 11 35 34 69

Prosenjakovci/Pártosfalva 10 30 58 88

total 67 274 562 836

Table 13. Numbers of departments and pupils in the four bilingual primary schools, specified by the pupils’ first language (school year 2006/2007) (Source: school statistics provided by the bilin-gual schools’ principals).


number of teachers

of Hungarian as L1 and

L2

number of

teachers of

Slovenian as L1 and

L2

number of

teachers of other subjects

advisory staff (psychologists, social workers, educationalists)

total number of staff

Lendava/Lendva 13 7 65 3 88

Genterovci/Gönterháza 4 2 14 2* 22

Dobrovnik/Dobronak 1 1 16 1* 19

Prosenjakovci/Pártosfalva 5 2 17 1 25

total 23 12 112 7 154

*parttimework(20-50%)Table 14. Numbers of teaching and advisory staff in the four bilingual primary schools (school year 2006/2007) (Source: school statistics provided by the bilingual schools’ principals).


48


number of departments

number of students with

Hungarian as L1

number of students with Slovenian as

L1

total number of students

generalprogramme 8 52 98 150

technicalprogramme 6 32 59 91

vocationalprogramme 6 30 51 81

preparatorymaturacourse 1 - 14 14

total 21 114 222 336

Table 15. Number of departments and students of the bilingual secondary school Lendava/Lendva according to the pupils’ first language (school year 2006/2007) (Source: school statis-tics provided by the bilingual schools’ principals).


number of teachers of Hungarian

as L1 and L2


Slovenian as L1 and L2


other subjects of the bilingual

curriculum

number of advisory staff

(psychologists, social workers, educationalists)

total

5 4 43 2 54

Table 16. Numbers of teaching and advisory staff of the secondary bilingual school Lendava/Lendva (school year 2006/2007) (Source: school statistics provided by the bilingual schools’ principals).


49

Endnotes

1 PaganAvarian(Hungarian)tribes,comingfromtheEaststartedtoinvadethearea.

2 At the 2002 population census ethnic affiliation wasdefinedasfollows:“Ethnicaffiliationisbeingamemberofanationoranethnicgroup. Inaccordancewith theconstitutional principles of equality of nations and eth-nicgroups,apersonhastherighttodeclarehisorherethnic affiliation” (SkupščinaRepublikeSlovenije,1991,Article61).

3 At the2002populationcensusmother tonguewasde-finedasfollows:“Mother tongue is the languagethatapersonlearnedinhisorherearlychildhoodinthefamilyorinanotherprimaryenvironment,ifthechildlivedwithrelatives,ininstitutions,etc.Ifapersonlearnedseverallanguages in his or her childhood, the mother tongueis the language that theperson identifiesashisorhermothertongue.”

4 According to the 2002 population census language of communication is the language that a person mostfrequently uses in communication, either oral or writ-ten, with his/her family members. One, two, or morelanguagescanbeusedinfamilycommunication.Whenapersondeclaredtheuseofmorethantwolanguagesincommunicationwithhis/herfamilymembers,itwasuptoher/himtoidentifythetwomostfrequentlyused.

5 Languages (e.g. Croatian, Romani) and ethnic affilia-tionsother thanSlovenianandHungarianarenotpre-sentedinthistable.

6 Two-waybilingualism: individual proficiency in two lan-guages in contact, proper not only to theminority butalsotothemajoritymembers.

7 Article5oftheconstitution:“Initsownterritory,thestateshallprotecthumanrightsandfundamentalfreedoms.ItshallprotectandguaranteetherightsoftheautochthonousItalianandHungariannationalcommunities.”(SkupščinaRepublikeSlovenije,1991)


50

8 “It shallmaintain concern for autochthonousSloveniannational minorities in neighbouring countries and forSlovenianemigrantsandworkersabroadandshallfos-tertheircontactswiththehomeland.”(ibidem,article5).

9 “TheofficiallanguageinSloveniaisSlovenian.InthosemunicipalitieswhereItalianorHungariannationalcom-munitiesreside,ItalianorHungarianshallalsobeofficiallanguages.”(ibidem,article11).

10 “Theautochthonous ItalianandHungariannationalcom-munitiesandtheirmembersshallbeguaranteedtherightto use their national symbols freely and, in order topreserve their national identity, the right to establish or-ganisationsanddevelopeconomic,cultural,scientificandresearchactivities,aswellasactivitiesinthefieldofpublicmediaandpublishing. Inaccordancewith the law, thesetwo national communities and their members have therighttoeducationandschoolingintheirownlanguages,aswellastherighttoestablishanddevelopsucheducationand schooling. The geographic areas in which bilingualschoolsarecompulsoryshallbeestablishedbylaw.Thesenationalcommunitiesandtheirmembersshallbeguaran-teedtherighttofosterrelationswiththeirnationsoforiginand their respective countries. The state shall providematerialandmoralsupportfortheexerciseoftheserights.

Inorder toexercise their rights, themembersof thesecommunities shall establish their own self-governingcommunities in the geographic areas where they live.On the proposal of these self-governing national com-munities, thestatemayauthorise themtoperformcer-tain functionsundernational jurisdiction,andshallpro-videfundsfortheperformingofsuchfunctions.

The two national communities shall be directly repre-sentedinrepresentativebodiesoflocalself-governmentandintheNationalAssembly.

ThepositionoftheItalianandHungariannationalcom-munities and themanner in which their rights are ex-ercised in the geographic areas where they live, theobligations of the self-governing local communities for


51

theexerciseoftheserights,andthoserightswhichthemembers of these national communities exercise alsooutside theseareas,shallallbe regulatedby law.Therightsofbothnationalcommunitiesand theirmembersshallbeguaranteedirrespectiveofthenumberofmem-bersofthesecommunities.

Laws, regulations and other general acts that concernthe exercise of the constitutionally provided rights andthepositionofthenationalcommunitiesexclusively,maynotbeadoptedwithouttheconsentofrepresentativesofthesenationalcommunities.”(ibidem,article64).

11 The Commission discusses the bills and other actsregulating thestatusof theHungarian (and Italian)mi-nority; questions related to development of education,cultural and economic activities, and media and edit-ing activities; and questions related to the contacts ofboth communitieswith theirmother-nations. Its duty istoproposemeasuresandprovisions for the realisationof the rights of both communities.The representativeshave the right to veto in caseof disapprobationof theproposedmeasures.

12 The Office for Nationalities (www.uvn.gov.si/en) is an in-dependent professional service within the Government oftheRepublicofSlovenia. “Themaindutyof theOffice forNationalities is global supervision of the realization of theprovisionsofthelawontheprotectionofnationalities,moni-toring the practical effects, drawing attention to problemareas,preparingsuggestionsandinitiativesfortheGovern-ment and other state bodies and preparing analyses andreportsonthewiderissuesoftheprotectionofnationalities,together with the relevant ministries.” (www.uvn.gov.si/en/areas_of_work[Accessed9September2011])

13 Full name: “Slovensko-madžarska mešana komisija zaspremljanje Sporazuma o zagotavljanju posebnih pravicslovenske narodne manjšine v Republiki Madžarski inmadžarske narodne skupnosti v Sloveniji” which translatesas “Slovenian-Hungarian mixed commission for monitor-ing theAgreement on Guaranteeing Special Rights to the


52

SlovenianMinoritylivingintheRepublicofHungaryandtheHungarianNationalCommunityintheRepublicofSlovenia.”

14 Zakonoorganizacijiinfinanciranjuvzgojeinizobraževanja(OrganisationandFinancingofEducationAct,1996),arti-cles:2,3,44,69,81,84,92,121,122,137,…;Zakonovrtcih(Pre-schoolInstitutionsAct,1996and2005),articles:5,6,14,29,54;Zakonoosnovnišoli (ElementarySchoolAct,1996and2005),articles2,6,7,16,28,64,…;Zakonogimnazijah(GimnazijeAct,1996,2007),articles2,8;Zakono maturi (Matura Examination Act, 2003 and 2006); Za-kon o poklicnem in strokovnem izobraževanju (Vocationaland Technical Education Act, 1996), articles 2, 8; Zakono izobraževanju odraslih (Adult Education Act, 1996 and2006),article7.

15 themodifiedschoolprogrammesforbilingualregions.16 Seeadministrationp.20.17 See also www.mss.gov.si/fileadmin/mss.gov.si/pageuploads /podrocje/vrtci/pdf/vrtci_kur.pdf and www.mss.gov.si/en/ areas_of_work/pre_school_education_in_slovenia18 This is the so-called ‘course-based level’: the content is

studied in the frameworkof individualsubjectsand taughtbyspecialistteachers(e.g.biology).

19 Zakonovisokemšolstvu (HigherEducationAct)(1993)20 NCA=NewConcurrentApproach.Ahighlystructuredap-

proach to code switching. “… the dual language use isconsciouslyincorporatedinthelesson…thereisnointra-sententialcode-switching,thealternationisnotrandombutpurposeful,theuseofbothlanguagesisfullybalancedandthe structure of the lesson does not encourage the childto switch out whilst his/her weaker language is spoken.”(Jacobson,1995p.168).Theduallanguageuseisplannedalongwithotherconstituentsofalesson.

21 ThespaceandtimedistributioninthebilingualkindergartenofPrekmurjeisexecutedinsmall“portions”.Languagesareexchangedinsmallertimeandspaceframes,forinstance:one language during lunch, another during outside activi-ties,etc.;one language inapuppetcorner,another in the


53

manual training corner, etc. It depends on the daily plan of activities when and where each language shall be used on a particular day, i.e. educators and assistant educators pre-pare the daily distribution of language use in the framework of their daily activities plan.

22 Unofficial statistics provided by the bilingual kindergartens’ principals.

23 Among the normalisation criteria – i.e. those related to the approximately balanced share of pupils with regard to sex, social status, and other characteristics – native tongue (L1) of pupils is taken as a criterion in the formation of a mixed (bilingual) department/class.

24 A branch school is an ‘expozitura’ (local school, branch) of a central school (i.e. full 9-year school); a local school building where children can spend the first years of their schooling, usually the first 3-year cycle, in the local environment. Later, they continue in the main school building (usually travelling there by bus). Thus, the first few years of primary education are performed in the local environment in branch schools instead of in the main school building. The number of branch schools depends on the size of a school district.

25 www.ff.uni-mb.si/o-fakulteti/statut-in-pravilniki.dot26 Pravilnik o izobraževalnem programu Madžarščina za

odrasle (2005) (Ordinance on the Educational Programme Hungarian for Adults), Pravilnik o smeri izobrazbe učiteljev in drugih strokovnih delavcev v izobraževalnem programu Madžarščina za odrasle (2005) (Ordinance on the Educa-tion of Teachers and Other Expert Staff in the Educational programme Hungarian for Adults), Izobraževalni program Madzarscina za odrasle s katalogi znanja in izpitov (2003) (Educational Programme Hungarian for Adults with Knowl-edge and Exam Catalogues).

27 Cf. footnote 5.28 Cf. footnote 20.


Education system in Slovenia

Pre-primary education (ISCED 0)For which the M

inistry of Education is not responsible

General lower secondary education (ISCED 2)

Post-secondary non-tertiary education (ISCED 4)

Pre-primary education (ISCED 0)For which the M

inistry of Education is responsible

Vocational lower secondary education (ISCED 2)

Short-cycle Higher education (ISCED 5B)

Primary education (ISCED 1)

General upper secondary education (ISCED 3)

Higher education (ISCED 5A)

Single structure education: integrated primary and lower secondary (ISCED 1 + 2)

Vocational upper secondary education (ISCED 3)

Compulsory full-time education

Additional yearAllocation

ISCED 0

Compulsory part-time education-/n

/-Compulsory work experience + its duration

to the ISCEDISCED 1

Study abroad

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Organisation of the education system

in Slovenia, 2011/2012


55

References and further reading

regulations CouncilofEurope(1992).European Charter for Regional or Mi-nority Languages.CETSNo.148.Strasbourg:CouncilofEurope.Availableat:http://conventions.coe.int[AccessedMay2010].

Declaration contained in a Note Verbale from the Permanent Representation of Slovenia, dated 23 March 1998, handed to the Secretary General at the time of deposit of the instrument of ratification, on 25 March 1998 - Or. Engl. (1998)Availableat: http://conventions.coe.int/Treaty/Commun/ListeDeclarations.

asp?NT=157&CM=8&DF=09/09/2011&CL=ENG&VL=1[Acces-sed9September2011].

Izobraževalni program Madzarscina za odrasle s katalogi znan-ja in izpitov[EducationalProgrammeHungarianforAdultswithKnowledge and Exam Catalogues] (2003). Ljubljana. Avail-able at: www.mizks.gov.si/fileadmin/mizks.gov.si/pageuploads/podrocje/odrasli/Programi/Program_odrasli_madzarscina_

za_odrasle.pdf[AccessedMarch2012].

Odlok o razglasitvi Ustavnega zakona o spremembi 14. člena Ustave Republike Slovenije [Ordinance declaring the Consti-tutionalActamending the14thConstitutionof theRepublicofSlovenia](2004).UradnilistRS,št.69/2004zdne24.6.2004.Availableat:www.uradni-list.si[AccessedSeptember2011].

Pravilnik o izobraževalnem programu Madžarščina za odrasle[Ordinance on the Educational Programme Hungarian forAdults] (2005). Uradni list RS, št. 54/2005 z dne 3.6.2005.Ljubljana:Državnega zboraRepublikeSlovenije.Available at:www.uradni-list.si[AccessedMarch2012].

Pravilnik o normativih in standardih v dvojezični srednji šoli [Or-dinanceonnormativesandstandards in thebilingualsecond-aryschool](2003).UradnilistRS,št.85/2003zdne29.8.2003.Ljubljana:Državnega zboraRepublikeSlovenije.Available at:www.uradni-list.si[AccessedJuly2010].


56

Pravilnik o preizkusu znanja učnega jezika na narodno mešanih območjih [Ordinance on the examination of the teaching lan-guagecompetenceintheethnicallymixedregions](2006).Urad-ni listRS,št.100/2006zdne29.9.2006.Ljubljana:DržavnegazboraRepublikeSlovenije.Availableat:www.uradni-list.si [Ac-cessedJuly2010].

Pravilnik o smeri izobrazbe učiteljev in drugih strokovnih de-lavcev v izobraževalnem programu Madžarščina za odrasle[Ordinance on the Education of Teachers and Other ExpertStaff in the Educational programme Hungarian for Adults](2005).Uradni listRS, št. 54/2005zdne3.6.2005. Ljubljana:DržavnegazboraRepublikeSlovenije.Availableat:www.urad-ni-list.si[AccessedMarch2012].

Pravilnik o spremembah in dopolnitvah Pravilnika o normativih in standardih v dvojezični srednji šoli [Ordinance on changesandcompletionoftheOrdinanceonnormativesandstandardsin the bilingual secondary school] (2008). Uradni list RS, št.67/2008zdne4.7.2008.Ljubljana:DržavnegazboraRepublikeSlovenije.Availableat:www.uradni-list.si[AccessedJuly2010].

SkupščinaRepublikeSlovenije (1991).Ustava Republike Slov-enije [Constitutionof theRepublic ofSlovenia].Uradni listRS,št. 33/1991 z dne 28.12.1991. Ljubljana: SkupščinaRepublikeSlovenije.Availableat:www.uradni-list.si [AccessedMay2010]Available in English at: www.us-rs.si/en/about-the-court/legal-basis[AccessedFebruary2012].

Statut Univerze v Mariboru (uradno prečiščeno besedilo)[Stat-utesoftheUniversityofMaribor(consolidatedversion)] (2010).UradnilistRS,št.1/2010zdne8.1.2010.Ljubljana:DržavnegazboraRepublikeSlovenije.Availableat:www.uradni-list.si[Ac-cessedMarch2012].

Treaty of Peace Between TheAllied andAssociated PowersandHungary,AndProtocolandDeclaration,SignedatTrianon


57

June4,1920.The World War I Document Archive.Availableat:www.gwpda.org/versa/tri1.htm[AccessedJanuary2011].

Ukaz o razglasitvi zakona o ratifikaciji okvirne konvencije za varstvo narodnih manjšin (mkunm) [Promulgation of theActRatifying theFrameworkConvention for theProtectionofNa-tionalMinorities(MKUNM)](1998).Uradni listRS,št.20/1998zdne13.3.1998.Ljubljana:DržavnegazboraRepublikeSlov-enije.Availableat:www.uradni-list.si[AccessedJuly2010].

UNESCO(1960).Convention against Discrimination in Educa-tion. Adopted by the General Conference at its eleventh ses-sion, Paris, 14 December 1960.Availableat:www.unesco.org[AccessedFebruary2012].

UnitedNations(1948).ConventiononthePreventionandPun-ishmentof theCrimeofGenocide. In:UnitedNations, Treaty Series (p.277), vol. 78.Available at: http://treaties.un.org [Ac-cessedFebruary2012]

UnitedNations(1966a).InternationalConventionontheElimi-nation of All Forms of Racial Discrimination. In: United Na-tions, Treaty Series (p.195),vol.660.Availableat:http://trea-ties.un.org[AccessedJuly2010]

UnitedNations (1966b). InternationalCovenantonEconomic,Social andCulturalRights. In:UnitedNations, Treaty Series (p.3), vol. 993. Available at: http://treaties.un.org [AccessedFebruary2012]

Zakon o gimnazijah [GimnazijeAct] (1996). Uradni list RS, št.12/1996zdne29.2.1996.Ljubljana:DržavnegazboraRepublikeSlovenije.Availableat:www.urdani-list.si[AccessedMay2010].

Zakon o gimnazijah [GimnazijeAct] (2007).Uradni listRS,št.1/2007zdne5.1.2007.Ljubljana:DržavnegazboraRepublikeSlovenije. Available at: www.uradni-list.si [Accessed January2012].


58

Zakon o izobraževanju odraslih [Adult Education Act] (1996).UradnilistRS,št.12/1996zdne29.2.1996.Ljubljana:Državnegazbora Republike Slovenije.Available at: www.urdani-list.si [Ac-cessedJuly2010].

Zakon o izobraževanju odraslih [Adult EducationAct] (2006). Uradni list RS, št. 110/2006 z dne 26.10.2006. Ljubljana:DržavnegazboraRepublikeSlovenije.Availableat:www.urad-ni-list.si[AccessedJanuary2012].

Zakon o maturi[MaturaExaminationAct](2003).UradnilistRS,št.15/2003zdne14.2.2003.Ljubljana:DržavnizborRepublikeSlov-enije. Available at: www.uradni-list.si [Accessed January 2012].

Zakon o maturi[MaturaExaminationAct](2006).UradnilistRS,št. 1/2007 z dne 5.1.2007. Ljubljana: Državnizbor RepublikeSlovenije.Availableat:www.urdani-list.si[AccessedJuly2010].

Zakon o organizaciji in financiranju vzgoje in izobraževanja[Or-ganisationandFinancingofEducationAct] (1996).Uradni listRS,št.12/1996zdne29.2.1996.Ljubljana:DržavnegazboraRepublikeSlovenije.Availableat:www.uradni-list.si[AccessedJuly2010].

Zakon o osnovni šoli [Primary SchoolAct] (1996). Uradni listRS,št.12/1996zdne29.2.1996.Ljubljana:DržavnegazboraRepublikeSlovenije.Availableat:www.urdani-list.si[AccessedMay2010].

Zakon o osnovni šoli [Primary School Act] (2005). Uradnilist RS, št. 70/2005 z dne 26. 7. 2005. Ljubljana: Državnegazbora Republike Slovenije.Available at: www.urdani-list.si [Ac-cessedDecember2011].

Zakon o poklicnem in strokovnem izobraževanju [VocationalandTechnicalEducationAct](1996).UradnilistRS,št.12/1996zdne29.2.1996.Ljubljana:DržavnegazboraRepublikeSlov-enije.Availableat:www.uradni-list.si[AccessedJuly2010].


59

Zakon o posebnih pravicah italijanske in madžarske narodne skupnosti na področju vzgoje in izobraževanja[ActImplementingSpecialRightsofMembersof the ItalianandHungarianEthnicCommunitiesintheFieldofEducation](2001).UradnilistRS,št.35/2001zdne11.5.2001.Ljubljana:DržavnegazboraRepublikeSlovenije.Availableat:www.uradni-list.si[AccessedMay2010].

Zakon o ratifikaciji sporazuma o zagotavljanju posebnih pravic slovenske narodne manjšine v Republiki Madžarski in madžarske narodne skupnosti v Republiki Sloveniji[ActRatifyingtheAgree-mentonGuaranteeingSpecialRightsoftheSlovenianminorityin theRepublic ofHungary andHungarian communities in theRepublicofSlovenia](1993).Uradni listRSMP6/93str.253zdne7.5.1993.Ljubljana:DržavnegazboraRepublikeSlovenije.Availableat:www.uradni-list.si[AccessedJuly2010].

Zakon o spremembah in dopolnitvah Zakona o organizaciji in financiranju vzgoje in izobraževanja [ActAmending theOr-ganisationandFinancingofEducationAct] (2009).Uradni listRS,št.58/2009zdne27.7.2009.Ljubljana:DržavnegazboraRepublikeSlovenije.Availableat:www.uradni-list.si[AccessedJuly2010].

Zakon o visokem šolstvu[HigherEducationAct](1993).Uradnilist RS, št. 67/1993 z dne 17.12.1993. Ljubljana: DržavnegazboraRepublikeSlovenije.Availableat:www.uradni-list.si[Ac-cessedJuly2010].

Zakon o visokem šolstvu[HigherEducationAct](2004).UradnilistRS, št. 100/2004 zdne13.09.2004. Ljubljana:DržavnegazboraRepublikeSlovenije.Availableat:www.uradni-list.si[Ac-cessedJanuary2012].

Zakon o visokem šolstvu[HigherEducationAct](2006).Uradnilist RS, št. 119/2006 z dne 20.11.2006. Ljubljana:DržavnegazboraRepublikeSlovenije.Availableat:www.uradni-list.si[Ac-cessedJuly2010].


60

Zakon o vrtcih [Pre-school InstitutionsAct] (1996).Uradni listRS,št.12/1996zdne29.2.1996.Ljubljana:DržavnegazboraRepublikeSlovenije.Availableat:www.uradni-list.si[AccessedJuly2010].

Zakon o vrtcih [Pre-school InstitutionsAct] (2005).Uradni listRS, št. 100/2005 z dne 10. 11. 2005. Ljubljana: DržavnegazboraRepublikeSlovenije.Availableat:www.uradni-list.si[Ac-cessedJanuary2011].

publications Čok, L. ed. (2009). Izobraževanje za dvojezičnost v kontek-stu evropskih integracijskih procesov: učinkovitost dvojezičnih modelov izobraževanja v etnično mešanih okoljih Slovenije.(KnjižnicaAnnales Majora). Koper: Univerza na Primorskem,Znanstveno-raziskovalnosredišče.

Governmentof theRepublicofSlovenia.MinistryofEducationand Sport (2010). Education in Slovenia: Basic information about education system of Slovenia. Available at: www.mss.gov.si/en/areas_of_work/education_in_slovenia [Accessed July2010].Nowreplacedby:www.mss.gov.si/en/areas_of_work[Ac-cessedFebruary2012]

Jacobson,R.(1995).AllocatingTwoLanguagesasaKeyFea-tureofaBilingualMethodology.In:García,O.&C.Bakereds.Policy and Practice in Bilingual Education: A Reader Extending the Foundations(pp.166-175).Clevedon:MultilingualMatters.

Ministrstvo za šolstvo in šport (1999). Kurikulum za vrtce.Ljubljana: Ministrstvo za šolstvo in šport. Available at: www.mss.gov.si[AccessedAugust2010].

Ministrstvo za šolstvo in šport (2002).Dodatek k kurikulu za vrtce na narodno mešanih območjih. Ljubljana: Ministrstvoza šolstvo in šport. Available at: www.mss.gov.si/fileadmin/mss.gov.si/pageuploads/podrocje/vrtci/pdf/vrtec_Dodatek_-_narodnostno_mesana.pdf[AccessedFebruary2012]


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Nećak Lük,A. (1989). Vzgoja in izobraževanje v večjezičnih okoljih: motivacija za učenje maternega in drugega jezika v dvojezični osnovni šoli v Prekmurju. Ljubljana: Pedagoškiinštitut.

NećakLük,A. (1996).Ethnic,LinguisticandCulturalDiversityinSlovenia–EducationalPolicyandPractice.In:C.Bîrzeaed.Human Rights and Minorities in the New European Democra-cies: Educational and Cultural Aspects(pp.78-86).Strasbourg:CouncilofEuropePress.

Nećak Lük, A. (1998). Language component of the intereth-nic relations issues in the ethnicallymixed regions along theSlovene-Hungarian border. In:NećakLük,A.&B. Jesih eds.Medetnični odnosi in etnična identiteta v slovenskem etničnem prostoru. I, izsledki projekta (pp.219-228). Ljubljana:Inštitutzanarodnostnavprašanja.

NećakLük,A.(1999).Modeli izobraževanja v etnično in jezikovno heterogenih okoljih – Analiza strukturnih elementov za izbiro mod-elov izobraževanja v slovenskem etničnem prostoru.Ljubljana.

NećakLük,A. (2003). Language education policy in Slovenia.Ljubljana:MinistryofEducation,ScienceandSport.

NećakLük,A.(2009).Sporazumevalnazmožnostinsocializacijavetničnomešanihokoljih/Languagecompetenceandsocialisationinethnicallymixedenvironments. In:L.Čok,ed. Izobraževanje za dvojezičnost v kontekstu evropskih integracijskih procesov: učinkovitost dvojezičnih modelov izobraževanja v etnično mešanih okoljih Slovenije (pp. 51-63). (Knjižnica/LibraryAnnalesMajora).Koper:UniverzanaPrimorskem,Znanstveno-raziskovalnosredišče.

Nećak Lük,A. & B. Jesih eds. (2000).Medetnični odnosi in etnična identiteta v slovenskem etničnem prostoru II, Urejanje medetničnih odnosov v Lendavi.Ljubljana,Inštitutzanarodnos-tnavprašanja.


62

Novak,A. (1970).Strokovna analiza dvojezičnega /slovensko-madžarskega/ šolstva v Pomurju. Ljubljana: Zavod RS zašolstvo.

StatističniUradRepublikeSlovenije(2002).Popis 2002.Avail-ableat:www.stat.si/popis2002/en[AccessedFebruary2012].

Statistični Urad Republike Slovenije/Statistical Office of theRepublic of Slovenia (2007). Nadalnje Izobraževanje, Slov-enija, 2005/2006/Continuing education, Slovenia, 2005/2006.Statistične Informacije št. 73, 9 Izobraževanje, št. 10 /RapidReports no. 73, 9 Education, no. 10.Available at: www.stat.si/eng/pub_statinf1.asp?podrocje=9[AccessedJanuary2011].

StrokovnisvetRSzasplošnoizobraževanje(2004).Izvedbena navodila za uvajanje 9-letnega osnovnošolskega programa v prvem, drugem in tretjem vzgojno-izobraževalnem obdo-bju dvojezične osnovne šole. Ljubljana:Strokovni svetRSzasplošnoizobraževanje.


63

Addresses

See Appendix II for a map of the societies and institutions of the Hungarian national minority in the nationally mixed area in Prekmurje.

political Pomurska madžarska samoupravna narodna skupnost / Mu-ravidéki Magyar Önkormányzati Nemzeti Közösség (Hun-garianself-governingcommunityofthemunicipalityofPomurje)Glavnaulica/Főutca124,9220Lendava/Lendva,Slovenija/SzlovéniaT+38625751449F+38625751419Epmsns@muravidek.siWwww.muravidek.si

Madžarska samoupravna narodna skupnost občine Do-brovnik / Dobronak Községi Magyar Önkormányzati Nemzeti Közösség (Hungarianself-governingCommunityofthemunici-palityofDobrovnik/Dobronak)Dobrovnik /Dobronak297,9223Dobrovnik /Dobronak,Slov-enija/Szlové[email protected]

Madžarska samoupravna narodna skupnost občine Hodoš / Hodos Községi Magyar Nemzetiségi Önigazgatási Közösség (Hungarian Self-governing Community of the municipality ofHodoš/Hodos)Hodoš/Hodos52,9205Hodoš/Hodos,Slovenija/SzlovéniaT+38625598033F+38625598034

Madžarska samoupravna narodna skupnost občine Len-dava/Lendva / Lendava/Lendva Községi Magyar Nemzeti Önkormányzati Közösség (Hungarianself-governingcommu-nityofthemunicipalityofLendava/Lendva)

organisations


64

Mlinskaulica /Malomutca6A,9220Lendava / Lendva,Slov-enija/SzlovéniaT+38625772720/+38625772722/[email protected]

Madžarska samoupravna narodna skupnost občine Moravske Toplice / Moravske Toplice Községi Magyar Nemzetiségi Önigazgatási Közösség (HungarianSelf-govern-ingCommunityofthemunicipalityofMoravskeToplice)Kranjčevaulica3,9226MoravskeToplice,Slovenija/SzlovéniaT+38625381500F+38625381502Eobcina@moravske-toplice.siWwww.moravske-toplice.si

Madžarska samoupravna narodna skupnost občine Šalovci / Šalovci község magyar Nemzetiségi önigazgatási közösség (Hungarian Self-governing Community of the municipality ofŠalovci)Domanjševci/Domonkosfa67,9206KriževcivPrekmurju,Slov-enija/SzlovéniaT+38625541290F+38625591290Emadzarska.skupnost.domanjsevci@siol.netWwww.salovci.si

government and Državni zbor Republike Slovenije (NationalAssemblyof theRepublicofSlovenia)Šubičevaulica4,p.p.636,1102Ljubljana,[email protected]

parliamentary bodies


65

Ministrstvo za šolstvo in šport (Ministry of Education andSport)Masarykova16,1000Ljubljana,[email protected]

Ministrstvo za visoko šolstvo, znanost in tehnologijo (Min-istryofHigherEducation,ScienceandTechnology)Kotnikova38,1000Ljubljana,SloveniaT+38614784600F+38614784719Egp.mvzt@gov.siWwww.mvzt.gov.si

Urad za narodnosti(OfficeforNationalities)Erjavčeva15,1000Ljubljana,[email protected]

cultural Galerija – Muzej Lendava / Galéria – Múzeum Lendva (Gal-lery-museumLendava)Banfijevtrg/Bánffytér1,9220Lendava/Lendva,Slovenija/Szlové[email protected]/[email protected]

Magyar Nemzetiségi Művelődési Intézet / Zavod za kulturo madžarske narodnosti (The Hungarian Community CultureInstitute)Glavnaulica/Főutca32,9220Lendava/Lendva,Slovenija/Szlovénia

organisations

Education and lEssEr usEd languagEs

66

T +386 2 577 6660 (secretariat) / + 386 2 577 6676 (Bánffy Centre assistant director) F +386 2 577 6668 E MNMI: [email protected] / Bánffy Centre [email protected] W www.mnmi-zkm.si

Pokrajinska in študijska knjižnica Murska Sobota / Területi és Tanulmányi Könyvtár, Muraszombat (Regional and Study Library Murska Sobota)Zvezna ulica 10, 9000 Murska Sobota, Slovenija / SzlovéniaT +386 2 530 81 10 F +386 2 530 81 30E [email protected] www.ms.sik.si

educational Dvojezična osnovna šola Dobrovnik / Kétnyelvű Általános Iskola, Dobronak (Bilingual primary school Dobrovnik)Dobrovnik/ Dobronak 266 / j, 9223 Dobrovnik/Dobronak, Slo-venija / SzlovéniaT +386 2 578 8430F +386 2 578 8431E [email protected] www.dosdobrovnik.si

Dvojezična osnovna šola Genterovci / Kétnyelvű Általános Iskola Göntérháza (Bilingual primary school Genterovci)Genterovci / Göntérháza, Šolska ulica/Iskola utca 2, 9223 Do-brovnik / Dobronak, Slovenija / SzlovéniaT +386 2 577 2830F +386 2 577 2831E [email protected] W www.dosgenterovci.si

Dvojezična osnovna šola I Lendava / I. sz. Lendvai Kétnyelvű Általános Iskola (Bilingual primary school Lendava I)Kranjčeva ulica / Kranjec utca 44, 9220 Lendava / Lendva, Slovenija / Szlovénia

institutions


67

T+38625772800(registry)/+38625772804(director)Wwww.dos1-lendava.com

Dvojezična osnovna šola II Lendava / II. sz. Lendvai Kétnyelvű Általános Iskola Lendva (BilingualprimaryschoolLendavaII(pupilswithspecialneeds))UlicaSv.Štefana21,9220Lendava/Lendva,Slovenija/SzlovéniaT+38625788150F+38625788151Edosmslen@guest.arnes.siWwww2.arnes.si/~dosmslen

Dvojezična srednja šola Lendava / Kétnyelvű Középiskola Lendva (BilingualSecondarySchoolLendava)Kolodvorska ulica / Vasút utca 2/e, 9220 Lendava / Lendva,Slovenija/SzlovéniaT+38625742510F+38625742520Etajnistvo-dss.lendava@guest.arnes.siWwww.dssl.si

Dvojezična osnovna šola Prosenjakovci / Kétnyelvű Általános Iskola Pártosfalva (Bilingual primary school Pros-enjakovci)Prosenjakovci/Pártosfalva 97/C, 9207 Prosenjakovci/Pártosfal-va,Slovenija/SzlovéniaT+38625441030F+38625441030Egroup1.osmspro@guest.arnes.siWwww.dos-prosenjakovci.si

Ljudska univerza Lendava (InstituteforAdultEducationLen-dava)Kidričevaulica1,9220Lendava,Slovenija/SzlovéniaT+3862578919F+38625789196Eizobrazevanje@lulendava.siWwww.lulendava.si


68

Ljudska univerza Murska Sobota (Institute forAdultEduca-tionMurskaSobota)Slomškovaulica33,9000MurskaSobota,Slovenija/Szlové[email protected]

Oddelek za madžarski jezik in književnost, Filozofska fakulteta Univerze v Mariboru (DepartmentofHungarianLan-guageandLiterature,FacultyofArts,UniversityofMaribor)Koroškacesta160,2000Maribor,Slovenija/SzlovéniaT+38622293629F+3862/[email protected]/oddelki/madzarski-jezik-in-knjizevnost

Oddelek za primerjalno in splošno jezikoslovje, Filozofska fakulteta Univerze v Ljubljani (Department of ComparativeandGeneralLinguistics,FacultyofArts,UniversityofLjubljana)Aškerčeva2,1000Ljubljana,Slovenija/SzlovéniaT+38612411000/2411010F+38614259337Wwww.ff.uni-lj.si

Vrtec Lendava / Lendvai Óvoda (Pre-schoolLendava/Lendva)UlicaHerojaMohorja/Mohor utca 1, 9220 Lendava / Lendva,Slovenija/SzlovéniaT+38625788670F+38625788671Evrtec.lendava@guest.arnes.siWwww.vrtec-lendava.si


69

Appendices

Appendix I: Schoolbooks and handbooks for Hungarian as L1 and L2

Hungarian first grade Abc-Ház, Ábécéskönyv 1. o.,HernádinéHámorszkyZs.,Mozaik

KiadóSzeged Beszéd, Olvasás, Írás 1. o. – Álló írás, HernádinéHámorszky

Zs.,MozaikKiadóSzeged Lexi Iskolás Lesz, mesetankönyv, CsabayK., NemzetiTanköny-

vkiadóBudapest

second gradeAz Én Ábécém, olvasókönyv az 1. osztály számára,Esztergály-osnéFöldesiK.,ApáczaiKiadóElső Olvasókönyvem, olvasókönyv az 1. osztály számára,Esz-tergályosJ.,ApáczaiKiadóOlvasásfüzet, irodalmi munkafüzet az 1. osztály számára, Né-methLászlóné,SeregélyIstvánné,ApáczaiKiadóSzövegértést Fejlesztő Gyakorlatok 1. o.,EsztergályosnéFöld-esiK.,ApáczaiKiadó

third gradeHétszínvarázs, olvasókönyv a 2. osztály számára, NyíriI.,Apác-zaiKiadóHétszínvarázs, munkafüzet a 2. osztály számára, NyíriI.,Apác-zaiKiadóNyelvtan – Helyesírás Munkatankönyv 2, FülöpM.,Szilágyi I.,ApáczaiKiadóSzövegértést Fejlesztő Gyakorlatok 2. o. , NyíriIstvánné,Apác-zaiKiadó

fourth grade Hétszínvirág, olvasókönyv a 3. osztály számára, BuraiL.,FaragóA.,ApáczaiKiadóHétszínvirág, munkafüzet a 3. osztály számára, BuraiL.,FaragóA.,ApáczaiKiadó

as L1


70

Nyelvtan – Helyesírás Munkatankönyv 3, FülöpM.,Szilágyi I.,ApáczaiKiadóFogalmazás Munkafüzet 3,FülöpM.,SzilágyiI.,ApáczaiKiadóSzövegértést Fejlesztő Gyakorlatok 3. o., BuraiLászlóné-FaragóAttiláné,ApáczaiKiadó

fifth grade Hétszínvilág, olvasókönyv a 4. osztály számára,BáthoriA.Zs.,ApáczaiKiadóHétszínvilág, munkafüzet a 4. osztály számára,ApáczaiKiadóNyelvtan – Helyesírási Munkatankönyv 4,FülöpM.,Szilágyi I.,ApáczaiKiadóFogalmazás Munkafüzet 4. o., Fülöp M., Szilágyi I., ApáczaiKiadóSzövegértést Fejlesztő Gyakorlatok 4. o., NyíriIstvánné,ApáczaiKiadó

sixth gradeIrodalom az általános iskola 5. osztálya számára, Szabó G.,VirágGy.,ApáczaiKiadóNyelvtan – Helyesírás Munka-tankönyv 5. o., SzéplakiE.,Apác-zaiKiadóFogalmazás Feladatgyűjtemény 5. osztály, SzéplakiE.,ApáczaiKiadó

seventh grade Irodalom az általános iskola 6. osztálya számára, Szabó G.,VirágGy.,ApáczaiKiadóNyelvtan – Helyesírás Munka-tankönyv 6. o., SzéplakiE.,Apác-zaiKiadóFogalmazás Feladatgyűjtemény 6. osztály, SzéplakiE.,ApáczaiKiadó

eighth gradeIrodalom az általános iskola 7. osztálya számára, Szabó G.,VirágGy.,ApáczaiKiadóAnyanyelvi Munkatankönyv 7. o., SzéplakiE.,ApáczaiKiadóFogalmazás Feladatgyűjtemény 7. osztály, Balogh J.,ApáczaiKiadó


71

Hungarian first gradeÉn Is Tudok Beszélni 1, munkatankönyv,BitteraT.,JuhászÁ.,NemzetiTankönyvkiadóBudapestBeszédfejlesztés És Környezetismeret I., Ammerné N. E.,BalázsnéF.I.,NemzetiTankönyvkiadóBudapestBeszédfejlesztés És Környezetismeret I., Feladatlapok, Am-mernéN.E.,BalázsnéF.I.,NemzetiTankönyvkiadóBudapest

second gradeBeszédfejlesztés És Környezetismeret I., Ammerné N. E.,BalázsnéF.I.,NemzetiTankönyvkiadóBudapestÍrunk És Olvasunk, munkatankönyv,FeherM.,ZRSŠ,átdolgo-zottkiadás

third gradeÍrunk És Olvasunk, önálló munkafüzet, Feher M., ZRSŠ, át-dolgozottkiadás

fourth gradeCsön, Csön Gyűrű, önálló munkafüzet, AldeaMiklósné,et.al.,ZRSŠ,átdolgozottkiadás

fifth gradeKerek Perec,önálló munkafüzet,AldeaMiklósné,et.al.,ZRSŠ,átdolgozottkiadás

sixth gradeBarangoló,önálló munkafüzet, Aldea Miklósné, et. al., ZRSŠ,átdolgozottkiadás

seventh gradeRegélő, önálló munkafüzet, AldeaMiklósné,et.al.,ZRSŠ

eighth gradeAblaknyitogató, önálló munkafüzet, AldeaMiklósné,et.al.,ZRSŠ

ninth gradeKitekintő, tankönyv,AldeaMiklósné,et.al.,ZRSŠ,2004Kitekintő, munkafüzet, AldeaMiklósné,et.al., ZRSŠ,2004

as L2


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Appendix II Map of the societies and institutions of the Hungarian national minority in the nationally mixed area in Prekmurje (1999)

Source: Vsebina/Research: Miran Komac; Risal/Design and production Zmago Drole. INV, Ljubljana 2008.


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Other websites on minority languages

Mercator www.mercator-network.euGeneral site of theMercator EuropeanNetwork of LanguageDiversity Centres. It gives information about the network andleadsyoutothehomepagesofthenetworkpartners.

Mercator www.mercator-research.euHomepage of the Mercator European Research Centre onMultilingualism and Language Learning.Thewebsite containstheseriesofRegionaldossiers,adatabasewithorganisations,abibliography,informationoncurrentactivities,andmanylinkstorelevantwebsites.

Mercator-Media www.aber.ac.uk/~merwwwHomepageofMercator-Media.ItprovidesinformationonmediaandminoritylanguagesintheEU.

Mercator- www.ciemen.org/mercatorHomepage ofMercator-Legislation. It provides information onminoritylanguagesandlegislationintheEU.

European http://ec.europa.eu/education/languages/languages -of-europe/doc139_en.htm

The website of the European Commission gives informationabouttheEU’ssupportforregionalorminoritylanguages.

Council of http://conventions.coe.intEuropean Charter for Regional or Minority Languages (1992)andFramework Convention for the Protection of National Minor-ities(1995).EuropeanTreatySeries148and157,Strasbourg.

Eurydice http://eacea.ec.europa.eu/education/eurydice/index_en.phpEurydiceistheinformationnetworkoneducationinEurope.Thesitesprovides informationonallEuropeaneducationsystemsandeducationpolicies.

Commission

Legislation

Research Centre

Europe

Network

Source: Vsebina/Research: Miran Komac; Risal/Design and production Zmago Drole. INV, Ljubljana 2008.


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What can the Mercator Research Centre offer you?

mission & goals The Mercator European Research Centre on MultilingualismandLanguageLearningaddressesthegrowinginterestinmulti-lingualismandtheincreasingneedoflanguagecommunitiestoexchangeexperiencesandtocooperateinaEuropeancontext.The centre is based in Ljouwert/Leeuwarden, the capital ofFryslân–thebilingualprovinceoftheNetherlands–andhostedat the FryskeAkademy (FrisianAcademy). TheMercator Re-searchCentre focusesonresearch,policy,andpractice in thefieldofmultilingualismandlanguagelearning.Thecentreaimstobeanindependentandrecognisedorganisationforresearch-ers, policymakers, and professionals in education.The centreendeavours to promote linguistic diversity within Europe. Thestartingpointliesinthefieldofregionalandminoritylanguages.Yet,immigrantlanguagesandsmallerstatelanguagesarealsoatopicofstudy.Thecentre’smainfocusisthecreation,circula-tion,andapplicationofknowledgeinthefieldoflanguagelearn-ingatschool,athome,andthroughculturalparticipation.

partners In1987MercatorEducationstartedcooperationwith twopart-nersinanetworkstructure:MercatorMediahostedattheUni-versityofWalesinAberystwythandMercatorLegislationhostedat the Ciemen Foundation in Barcelona. This network hasdeveloped into the Mercator European Network of LanguageDiversityCentres,which consists of the three aforementionedpartnersaswellastheCentreforFinnishStudiesofMälardalenUniversityinSwedenandtheResearchInstituteforLinguisticsoftheHungarianAcademyofSciencesinHungary.Besides,theMercatorResearchCentre, the successor ofMercatorEduca-tion, expands its network in close cooperation with a numberof other partner organisationsworking in the same field. Thiscooperation includes partners in Fryslân, as well as partnersin theNetherlands and in Europe. The provincial governmentofFryslân is themain fundingbodyof theMercatorResearchCentre.ProjectsandactivitiesarefundedbytheEUaswellasbytheauthoritiesofotherregionsinEuropewithanactivepolicytosupporttheirregionalorminoritylanguageanditsculture.


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research TheMercatorResearchCentredevelopsaresearchprogrammeonthebasisofthedatacollectionsavailable.Researchactivitiesfocuson variousaspects of bilingual and trilingual education,such as interaction in multilingual classrooms, language pro-ficiency indifferent languages,and teachers’qualifications forthemultilingualclassroom.Wheneverpossible,researchwillbecarriedout inacomparativeEuropeanperspective.ResearchresultsaredisseminatedthroughpublicationsandconferencesincollaborationwithEuropeanpartners.

conferences The Mercator Research Centre organises conferences andseminars on a regular basis. Themes for the conferencesinclude: measurement & good practice, educational models,developmentofminimumstandards, teacher training,and theapplicationoftheCommonEuropeanFrameworkofReference.ThemaintargetgroupsfortheMercatorResearchCentreareprofessionals,researchers,andpolicymakersfromallmemberstatesoftheCouncilofEuropeandbeyond.

q&a ThroughtheQuestionandAnswerserviceavailableonourweb-site (www.mercator-research.eu)wecan informyouaboutanysubjectrelatedtoeducationinminorityorregionallanguagesinEurope.Theexperts inourextensivedatabaseofexpertscanalsoproviderelevantinformation.

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Available in this series:

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This document was published by the Mercator European Research Centre on Multilingualism and Language Learning with financial support from the Fryske Akademy, the Province of Fryslân, and the municipality of Leeuwarden.

© Mercator European Research Centre on Multilingualism and Language Learning, 2012

ISSN: 1570 – 1239first edition

The contents of this dossier may be reproduced in print, except for commercial purposes, provided that the extract is proceeded by a complete reference to the Mercator European Research Centre on Multilingualism and Language Learning.

This Regional dossier has been compiled by Prof. Emeritus dr Albina Nećak Lük, Faculty of Arts, University of Ljubljana. Unless otherwise stated academic data refer to the 2008/2009 school year. A draft of this Regional dossier has been reviewed by Prof. dr Lucija Čok, Uni-versity of Primorska.

AcknowledgementsThe author would like to thank the regional schools’ principals who provided the data and other materials on bilingual education for this study.

From August 2012 onwards Ineke Rienks and Saskia Benedictus-van den Berg havebeen responsible for the publication of the Mercator Regional dossiers series.

Albanian; the Albanian language in education in ItalyAsturian; the Asturian language in education in SpainBasque; the Basque language in education in France (2nd ed.)Basque; the Basque language in education in Spain (2nd ed.)Breton; the Breton language in education in France (2nd ed.)Catalan; the Catalan language in education in France Catalan; the Catalan language in education in SpainCornish; the Cornish language in education in the UKCorsican; the Corsican language in education in France (2nd ed.)Croatian; the Croatian language in education in Austria Frisian; the Frisian language in education in the Netherlands (4th ed.)Gaelic; the Gaelic language in education in the UK Galician; the Galician language in education in Spain German; the German language in education in Alsace, France (2nd ed.)German; the German language in education in Belgium German; the German language in education in South Tyrol, Italy Hungarian; the Hungarian language in education in SlovakiaHungarian; the Hungarian language in education in SloveniaIrish; the Irish language in education in Northern Ireland (2nd ed.)Irish; the Irish language in education in the Republic of Ireland Italian; the Italian language in education in SloveniaKashubian; the Kashubian language in education in Poland Ladin; the Ladin language in education in Italy Latgalian; the Latgalian language in education in LatviaLithuanian; the Lithuanian language in education in Poland Meänkieli and Sweden Finnish; the Finnic languages in education in Sweden North-Frisian; the North Frisian language in education in Germany (2nd ed.)Occitan; the Occitan language in education in France Polish; the Polish language in education in LithuaniaRomani and Beash; the Romani and Beash languages in education in Hungary Sami; the Sami language in education in Sweden Scots; the Scots language in education in Scotland Slovak; the Slovak language in education in Hungary Slovene; the Slovene language in education in Austria (2nd ed.)Slovene; the Slovene language in education in Italy (2nd ed.)Sorbian; the Sorbian language in education in Germany Swedish; the Swedish language in education in Finland Turkish; the Turkish language in education in Greece Ukrainian and Ruthenian; the Ukrainian and Ruthenian language in education in PolandVõro; the Võro language in education in EstoniaWelsh; the Welsh language in education in the UK

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