Some aspects of teacher training for the effective support for immigrant students in the Primorska and Zasavje regions

Sara Brezigar and Kaja Strgaršek

Summary:  The paper presents partial results of an exploratory pilot study on teacher training for the effective support of immigrant students in two Slovenian regions, Primorska and Zasavje. Drawing on Vygotsky’s sociocultural approach and Cummins’ distinction between basic interpersonal communication skills and academic language proficiency, the authors adopt inclusive intercultural education as their value framework, promoting respect for and acceptance of diversity and emphasizing the value of cultural diversity. Using a mixed-methods (quantitative and qualitative) design, the study involved 105 primary school teachers from six selected schools in Primorska and Zasavje. The authors examined the extent to which the teachers were familiar with guidelines and approaches for the effective support of immigrant students and whether there were differences in teacher training between the two regions. The results are interpreted in light of the limitations inherent in an exploratory pilot study. The authors conclude that the teachers in the sample generally demonstrated a solid initial level of knowledge of relevant guidelines and appropriate approaches for working with immigrant students; however, more advanced and genuinely inclusive intercultural practices require a deeper understanding of key concepts and targeted training, especially in the area of teaching Slovene as a second language. The higher level of teacher engagement in training activities in Primorska also indicates the need to monitor potential differences in training opportunities and teacher competence across regions.