{"id":7685,"date":"2022-10-01T09:39:00","date_gmt":"2022-10-01T09:39:00","guid":{"rendered":"https:\/\/inv.si\/?post_type=projects&p=7685"},"modified":"2026-04-07T06:27:35","modified_gmt":"2026-04-07T06:27:35","slug":"tools-for-assessing-the-language-proficiency-of-roma-children-and-pupils-in-the-roma-language","status":"publish","type":"projects","link":"https:\/\/inv.si\/en\/projects\/tools-for-assessing-the-language-proficiency-of-roma-children-and-pupils-in-the-roma-language\/","title":{"rendered":"Tools for assessing the language proficiency of Roma children and pupils in the Roma language"},"content":{"rendered":"\r\n
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Despite a number of measures taken so far under the national action plans for Roma, improvements have not been achieved to the expected extent, especially in the field of education. The analysis of the distribution of Roma pupils by years of primary school generally shows a significant decline in the number of Roma pupils from 1st to 9th grade, with, on average, only one fifth of Roma pupils completing primary school. As explained below, there are multiple and interrelated reasons for the lower academic performance of Roma, but a good knowledge of the first language (Romani) is indispensable for successfully upgrading linguistic competence in the second language, i.e. Slovene, which for Roma is also the language of instruction and the only tool for academic success.<\/p>\n

The purpose and objective of the project is to develop a toolkit to identify the level of linguistic competence in Romani among Roma children. Such is needed to gain a basic insight into the linguistic competence of the aforementioned children in the pre-school period and in the first three years of primary school. An insight into the individual components of communicative competence, primarily its linguistic aspect in the Romani mother tongue, can yield significant theoretical and applicative findings and facilitate the design of effective methodological approaches in academic work:<\/p>\n