Innovation in Language Learning

In recent years, there has been a growing number of learners with a different mother tongue attending in Slovak schools. For these pupils, the Slovak language is not only a school subject but also a key means of socialization, relationship-building, and acquiring knowledge across the curriculum. This paper explores the potential of increasing the motivation of learners with a different mother tongue (particularly Roma pupils) in Slovak language and literature classes through a shift in teachers’ assessment approaches. Assessment plays a critical role in the educational process. The aim of the study was to examine how the implementation of formative verbal assessment, combined with the use of innovative teaching methods, affects students’ motivation to learn, self-confidence, and attitudes toward their own education [1]. The change in assessment approach was carried out through an intervention program designed for teaching Slovak language and literature in the second grade of primary school. Pupils worked on differentiated project-based tasks [2] and were assessed individually, with emphasis placed on their progress and personal development. The study followed an action research methodology. Pre-test and post-test phases employed a combination of a didactic test, semi-structured interview, and unstructured observation. The collected data were analyzed using qualitative content analysis. The use of triangulation subsequently enabled a comparison of perspectives on student assessment in Slovak language and literature across three stakeholder groups – students, parents, and the teacher. The findings suggest that positive feedback and an emphasis on individual progress enhance pupils’ sense of competence and confidence. Reducing the stress associated with assessment positively influences pupils’ willingness to engage in classroom activities and communicate in Slovak. Parents observed a shift in their children’s attitudes towards learning, particularly a reduction in fear of failure. The teacher reported improvements in interaction with pupils and in their ability to work both independently and collaboratively. The pilot-tested procedures will be part of a more extensive research study in this field. It highlights the importance of parent collaboration in heterogeneous classrooms and emphasizes formative assessment as a key tool in inclusive education. [3] [4]

Keywords: learner with a different mother tongue, formative assessment, intervention program, innovative teaching methods, qualitative research, inclusive education

REFERENCES

[1] Black, P., & Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. London: King's College.

[2] Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria: ASCD.

[3] Harlen, W. (2007). Assessment of Learning. London: SAGE Publications.

[4] Černá, M., & Doubek, D. (2017). Inkluzívne vzdelávanie žiakov so sociálnym znevýhodnením a odlišným materinským jazykom. Praha: Univerzita Karlova.