Encouraging children's motivation for foreign language learning in an inclusive educational context
Sažetak
Uvod: Razvojno osetljivi pristupi naglašavaju da se motivacija ne može ispitati izolovano od obrazovnog okruženja, već je treba shvatiti kao rezultat interakcije između učenika, nastavnika i šireg društvenog konteksta u kojem se učenje odvija. Cilj: Cilj ovog istraživanja je da se kroz kvalitativnu analizu relevantnih empirijskih i teorijsko-preglednih studija ispitaju načini, strategije i uslovi koji podstiču motivaciju dece predškolskog i ranog školskog uzrasta za učenje stranog jezika, sa posebnim fokusom na inkluzivno obrazovno okruženje. Metod: Primenjena je sadržajna analiza jedanaest radova objavljenih u periodu 2012. do 2025. godine, koji obuhvataju različite metodološke pristupe, kvalitativne, kvantitativne, mešovite, eksperimentalne i longitudinalne dizajne, kao i više obrazovnih konteksta, uključujući predškolske, školske i inkluzivne uslove. Rezultati: Rezultati pokazuju da je u ranom uzrastu motivacija prevashodno unutrašnja i afektivno zasnovana, te da je najizraženija kada je nastava organizovana kroz interaktivne, igrovne i iskustveno zasnovane aktivnosti koje omogućavaju aktivno učešće, socijalnu interakciju i pozitivan emocionalni doživljaj učenja. Uočeno je da se motivacija dinamično menja i da značajno zavisi od nastavničke podrške, emocionalno bezbedne učioničke klime i kvaliteta povratne informacije, kao i od razvoja učeničkog samokoncepta. Zaključak: Digitalno podržani i multisenzorni pristupi mogu podstaći radoznalost i produženo angažovanje, ali samo kada su pedagoški promišljeno integrisani u smislene aktivnosti. U inkluzivnom kontekstu pristupačnost, jasna struktura, vizuelna podrška i diferencirani načini učešća izdvajaju se kao ključni uslovi održive motivacije.
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