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Teachers with proper training in knowledge transfer to different students, in the creation of suitable learning conditions, the motivation of students for active cooperation and peer learning, in the formation of classroom community, as well as independent and responsible personalities, can provide quality education. Teacher's classroom management competencies largely determine the potential of achieving educational goals and helping pupils form integral personalities. Studies show that teachers lack competencies for classroom management and ensuring discipline in the classroom. In the article, we present the results of empirical study on students' perceptions on teachers' classroom management competencies in two different subjects, mathematics and Slovene language. A total of 907 students from elementary and secondary schools in Slovenia participated in the study. Differences in students' assessments have been established in reference to school level and subject. Students' responses show that secondary school teachers are more focused on achieving educational goals, while aspects of forming a suitable class climate remain less important. The components of quality classroom management (maintenance of supportive learning climate, trusting students) are present in Slovene classes in a larger extent in comparison to maths classes, particularly at the elementary school level. Secondary school students assessed the clarity of rules, student obligations and paying attention in class higher in maths than in Slovene. The results of student's assessment of teacher competencies imply a need for additional research on teachers' classroom management competencies in different curriculum subject. (DIPF/Orig.).

The current consensus is that the aorist/infinitive suffix of Class II verbs in Common Slavic was either *-nǫ- (in most of the area) or *-ny- (part of the western periphery). In this study, we argue that this picture is still inadequate as it does not account for part of the dialectal Slovene evidence. A careful analysis shows that some peripheral varieties of Slovene must reflect a pre-form *-nu-, lexicalized relics of which are also found more widely in Slovene. The existence of CSl *-nu- has thus far only been conjectured based on internal reconstruction and Indo-European parallels. (An attempt at an integrated diachronic explanation of the rise of the CSl variants will be the task of a separate ensuing study.)

The paper presents the Šolar developmental corpus of Slovene, comprising the written language production of students in Slovene elementary and secondary schools, along with teacher feedback. The corpus consists of 5485 texts (1,635,407 words) and includes linguistically categorized teacher corrections, making the corpus unique in reflecting authentic classroom correction practices. The paper addresses the corpus compilation, content and format, annotation, availability, and its applicative value. While learner corpora are abundant, developmental corpora are less common. The paper bridges the gap by introducing the evolution from Šolar 1.0 to 3.0, emphasizing improvements in text collection, error and correction annotation, and categorization methodology. It also underlines the challenges and unresolved issues of compiling developmental corpora, most notably the lack of openly available tools and standards for different steps of the compilation process. Overall, the Šolar corpus offers valuable insights into language learning and teaching, contributing to teacher training, empirical studies in applied linguistics, and natural language processing tasks.

The present article highlights the views of Slovenian language teachers on the introduction of comics in literature lessons in primary school. We were interested in Slovenian language teachers’ views on the introduction of comics as an art-literary type of text as part of the literature curriculum as well as the use of comics as a literary-didactic method in literature classes. This was investigated via a questionnaire, which was fully completed by 121 Slovenian language teachers of the first to the ninth grade. The results show that factors such as gender, educational period taught, professional experience, field of study, highest level of completed education, source of skills related to the introduction of comics in the classroom, teachers’ reading habits and attitudes towards reading comics, and agreement with stereotypical claims about comics per se have no influence on teachers’ attitudes towards the use of comics in the forms studied. However, their attitudes towards the use of comics in the classroom are influenced by certain stereotypical attitudes of teachers towards comics. The most important limitation of our research was also the most important finding: teachers are neither empowered to introduce and use comics as an art-literary type of text in the literary curriculum, nor are they able to use comics as a literary didactic method in literature classes. There is a great need for teacher training and teachers should be empowered to use and introduce comics in all forms. Članek predstavlja stališča učiteljev slovenščine do uvajanja stripa v pouk književnosti v osnovni šoli. Zanimala so nas stališča učiteljev slovenščine do uvajanja stripa kot likovno-literarne vrste besedila v književnovzgojni kurikulum pa tudi do uporabe stripa kot (produktivne) literarnodidaktične metode pri pouku književnosti. To smo raziskali s pomočjo anketnega vprašalnika, ki ga je v celoti izpolnilo 121 učiteljev slovenščine od prvega do devetega razreda. Izsledki kažejo, da dejavniki, kot so: spol, vzgojno-izobraževalno obdobje, v katerem učitelji učijo, delovne izkušnje, smer končanega študija, najvišja stopnja dokončane izobrazbe, lokacija in velikost šole, na kateri poučujejo, vir kompetenc, ki se navezujejo na uvajanje stripa v pouk, bralne navade učiteljev in odnos do branja stripov, sami po sebi nimajo učinka na stališča učiteljev do uporabe stripa v raziskovanih oblikah pri pouku književnosti, vplivajo pa na njihova stališča do uporabe stripa pri pouku določena stereotipna stališča do stripa. Kot poglavitna omejitev raziskave se je pokazala prav najpomembnejša ugotovitev – učitelji niso opolnomočeni ne za uvajanje in uporabo stripa kot literarno-likovne vrste v književnovzgojni kurikulum in ne za uporabo stripa kot (produktivne) literarnodidaktične metode pri pouku književnosti. Kaže se velika potreba po izobraževanjih učiteljev, v okviru katerih bi se učitelje opolnomočilo za uporabo in uvajanje stripa v vseh oblikah v pouk slovenščine oz. maternega jezika.

The article analyses the innovative Marxist conceptualisation of politics proposed by the Slovenian political scientist Adolf Bibič. The latter built on the contributions of Heglo-Marxists and Gramsci to political theory. At the core of his theory, he placed the question of the political power–class exploitation relationship. He distinguished political politics from self-managing politics, and problematised the dominant Western understandings of politics as well as the theories of elitism and pluralism. Moving away from such theories and dogmatic Marxist notions about the withering away of politics, he formulated his project of humanising politics beyond class exploitation and capitalist relations of production. This project assumed a necessary transformation of political practice in terms of the dialectical process of the socialisation of politics and the politicisation of society. Keywords: Adolf Bibič, politics, political science, class relations, economic exploitation.

[...]the canon is questioned both for what it includes and for what it does not. A similar relation between a physical and a metaphysical adventure is at work in Mount Analogue (Le Mont Analogue, 1952), René Daumal's unfinished novel about a group of mountaineers who set out to find an invisible mountain, the Analogue; the genesis of the novel is provided by Martina Kopf. The second article, by Marek Pacukiewicz, adds to Kaliszuk's focus on modernism a case study on contemporary Polish mountaineering literature, as it develops a Latourian reading of the final diary of one of the most accomplished climbers in the Himalaya, Jerzy Kukuczka. The editorial work on this cluster of essays has been funded by the Slovenian Research Agency in the framework of the research project Mountaineering Literature: Slovenia and Beyond J6-1808) and the research program Studies in Literary History, Literary Theory and Methodology (P6-0024), both of which have been hosted at the ZRC SAZU Institute of Slovenian Literature and Literary Studies.

In terms of integration policy, Slovenia is considered a country that promotes the integration of children with an immigrant background into schools as quickly as possible. However fast the integration process may be, languages always play a key role in the education of pupils with an immigrant background and teachers need to adapt to their different language needs and literacy levels. Furthermore, it is important that teachers use teaching methods that promote pupils’ linguistic development in their mother tongue as well. In this paper, we present the results of research on the role of languages of schooling in the success of all pupils in Slovenian primary education institutions, with a focus on those with an immigrant background. To achieve this goal, we conducted an anonymous survey (n = 78) among teachers and support staff and interviewed principals from nine Slovenian primary schools. The main aim of the survey and interviews was to investigate the status and understanding of the role of the languages of schooling in the context of the newly proposed cognitive-inclusive language didactics based on collaborative learning. The study found that while school staff recognise the importance of multilingual education and linguistic integration, there are significant gaps in training and support mechanisms for teachers. Although schools generally support the use of multiple languages, there is a lack of cross-language awareness and visible promotion of multilingualism in the school environment. The findings of the study suggest the need to introduce comprehensive, standardised training and support for teachers that focuses on improving cross-language awareness and inclusive educational practices, which can ultimately lead to better integration outcomes for immigrant pupils and enrichment of the educational environment for all members of the community. Z vidika integracijske politike velja Slovenija za državo, ki spodbuja čim hitrejše vključevanje otrok s priseljenskim ozadjem v šole. Ne glede na to, kako hiter je proces vključevanja, je vloga jezikov pri izobraževanju učencev s priseljenskim ozadjem bistvena, učitelji pa se morajo prilagajati učenčevim različnim jezikovnim potrebam in ravnem pismenosti. Pri tem je prav tako pomembno, da učitelji uporabljajo učne metode, ki spodbujajo jezikovni razvoj učencev, tudi v njihovem maternem jeziku. V prispevku predstavljamo rezultate raziskave, izvedene v devetih slovenskih osnovnošolskih ustanovah, o vlogi učnih jezikov pri uspehu vseh učencev, s poudarkom na učencih s priseljenskim ozadjem. V ta namen smo izvedli (anonimno) anketo (n = 78) med učitelji in strokovnimi delavci ter intervjuvali ravnatelje devetih slovenskih osnovnih šol. Glavni namen ankete in intervjujev je bil raziskati stanje in razumevanje vloge učnih jezikov v kontekstu novopredlagane kognitivno-inkluzivne didaktike jezikov, ki temelji na sodelovalnem učenju. Raziskava je pokazala, da se učitelji ter vodstveni in strokovni delavci sicer zavedajo pomena večjezičnega izobraževanja in jezikovne integracije, vendar obstajajo precejšnje vrzeli pri usposabljanju in podpornih mehanizmih za učitelje. Čeprav šole na splošno podpirajo rabo več jezikov, v šolskem okolju primanjkuje medjezikovnega zavedanja in vidnega spodbujanja večjezičnosti. Ugotovitve študije kažejo, da je treba uvesti celostno standardizirano usposabljanje in podporo za učitelje, ki sta usmerjena v izboljšanje medjezikovnega zavedanja in povečanje inkluzivnih izobraževalnih praks, ki lahko izboljšajo proces vključevanja učencev priseljencev in obogatijo izobraževalno okolje za vse člane šolske skupnosti.

During the second quarantine period in Italy (Oct. ‘20–June ‘21), students once again faced a remote teaching and learning format. Much research has been conducted on students’ perceptions during the first pandemic period; however, far less is known about the second period, especially in the case of students within the Slovene minority in Italy. We aimed to investigate (1) students’ satisfaction with their teachers’ teaching methods in remote learning and in-class teaching formats, (2) students’ perceptions regarding the main differences between in-class and online mathematics lessons, and (3) whether students’ grades in mathematics changed as a result of the pandemic. The findings showed that students’ grades during the quarantine period increased compared to their grades before the pandemic. However, students were more satisfied with their teachers’ in-class teaching methods and believed that in-class teaching was more efficient. They were also more motivated and concentrated at school than online.

The author discusses the educational system of the occupying forces in the Ptuj occupation district that played the leading role in the process of Germanisation of the Slovene nation. The school network and the teaching staff of the occupying forces are thoroughly described, as are the faiths of the Slovene teachers, the pupils' attendance and syllabus contents.

Based on a survey conducted among teachers in three schools in Austrian Carinthia where the language of instruction is (also) Slovene, the article examines the impact of remote learning between March and June – i.e. during the first wave of the Covid-19 pandemic – on a possible deterioration of students’ language skills. The results also bring new data and insight into teachers’ language accommodation. The results confirm the predominance of reading and writing communication with a minimum use of audiovideo technology. The lower input of verbal communication mainly affected students with (strongly) unbalanced linguistic competence in both languages of instruction. Education is an important factor in reducing inequalities in society; thus, as long as remote learning increases inequality, this form of education should be pursued with some reservations.