Inartistic text in Montenegrin elementary school mother-tongue curriculum

Abstract

The paper presents the analysis of the reformed concept of mother-tongue teaching in Monte Negro. Some reasons for these alternations are given: the PISA concept of reading literacy and non-functionality of traditional mother-tongue teaching. The subject Mother-Tongue is divided into two fields: language and literature. According to this basic concept sets of separate textbooks and teacher's manuals were developed. The fundamental content of the Reader is literary artistic text while the language section is provided with various types of inartistic texts. Numerous reasons are responsible for a considerable participation of the inartistic text in the teaching of this subject. Yet, as the dominant reason we can select the one according to which in the traditional school system the students were sufficiently enabled for the reception of a literary-artistic text, but did not manage to read and understand other types of texts. The paper presents also the results of a qualitative research with teachers, realized by using the technique of group interview. The aim was to determine the views of the teachers on the use of non-artistic texts in classroom. The results show that the teachers are not familiar with the place and role of inartistic texts in modern mother-tongue teaching. Hence, the methodological approach to inartistic text does not function sufficiently in elementary school classroom.

Keywords

• mother-tongue
• functional reading literacy
• PISA research
• curriculum
• methodological approach