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Raba maternega jezika pri poučevanju tujega jezika še dandanes predstavlja številne dileme. Mnenja avtorjev o uporabi oziroma neuporabi materinščine so deljena. Problem je predvsem v tem, da ni podanih nobenih konkretnih smernic, do katere mere je uporaba materinščine sprejemljiva, v katerih primerih naj se je učitelji poslužujejo in na kak način naj podajajo znanje. Zaradi neenotnih mnenj se je razvilo več različnih metod poučevanja. Učitelji so pri izbiri in načinu poučevanja prepuščeni lastni presoji. Najpogosteje se odločijo na podlagi različnih dejavnikov, npr. predznanja otrok, vrst dejavnosti, lastnih prepričanj … V teoretičnem delu sem opisala zgodnje poučevanje tujega jezika, predstavila različne metode in pristope, zapisala nekaj o rabi maternega jezika pri poučevanju tujega jezika, navedla prednosti in slabosti rabe materinščine. Na koncu sem omenila tudi priporočila za uporabo materinščine pri poučevanju angleščine v predšolskem obdobju in predstavila nekaj rezultatov raziskav o tej temi. V empiričnem delu sem ugotavljala, kolikšen delež poučevanja tujega jezika predstavlja uporaba maternega jezika, v katerih primerih se učitelji poslužujejo rabe maternega jezika in kakšna so stališča, mnenja učiteljev o uporabi oziroma neuporabi maternega jezika pri poučevanju tujega jezika. Empirični del temelji na intervjujih in opazovanjih. Sodelovalo je pet učiteljev, ki poučujejo angleščino v predšolskem obdobju. Izkazalo se je, da raba materinščine predstavlja 0–20 % učne ure. Materni jezik uporabljajo v različnih primerih, najpogosteje pri discipliniranju in podajanju navodil. Ugotovila sem, da učitelji do rabe materinščine pri poučevanju tujega jezika nimajo odpora. Pravijo, da je njena uporaba sprejemljiva, vendar naj bo uporabljena le, ko je to res potrebno. Zavedajo se pozitivnih in tudi negativnih vidikov rabe materinščine. Podobna mnenja imajo predvsem pri negativnih vidikih. The use of mother tongue in foreign language teaching is still causing various dilemmas. Experts’ views about the use and disuse of mother tongue are divided. The problem is mostly that there are no concrete guidelines about of the amount of mother tongue in teaching, the circumstances in which to use it and the methods to use in teaching children. Because of the discordant views, several different methods of language teaching have been developed. Teachers are left to make a decision of a suitable method for them and children they are teaching on their own. They often decide on the appropriate method on the basis of different factors like prior knowledge of children, types of activities, their own beliefs … In the theoretical part of the thesis, I described early foreign language teaching, I presented different methods and approaches, wrote about the use of mother tongue in foreign language teaching, and listed advantages and disadvantages about the use of mother tongue. In the final part I listed some guidelines that I gathered for the use of mother tongue in foreign language teaching and described some research results on this topic. In the practical part of the thesis, I researched how much mother tongue is used in foreign language teaching in kindergarten, when teachers use mother tongue as well as the teachers’ points of views and opinions about the use of mother tongue in foreign language teaching. The practical part of the thesis is based on interviews and observations. The teachers who were part of the interviews and observations are teaching English in kindergartens. The research shows that the use of mother tongue represents about 0–20 % of lesson. Teachers use mother tongue in various cases, but most commonly to discipline and give instructions. The results show that participants support the use of mother tongue in foreign language teaching, but they believe that it should be used only when it is necessary. They are aware of the positive and negative aspects of mother tongue use.

Diplomsko delo obravnava učenje tujih jezikov otrok v predšolskem obdobju. V teoretičnem delu je opisana motivacija otrok, ki je potrebna za uspešno učenje tujega jezika v vrtcu. Opredeljena je igra kot primarna dejavnost v predšolskemu obdobju, opisane so vrste iger, podrobneje pa so predstavljene gibalne igre, ki sem jih uporabila v svojem raziskovalnem delu pri učenju angleškega jezika pri otrocih, starih od 5 do 6 let. Predstavljena je uporabljena metoda popolnega telesnega pristopa. V empiričnem delu diplomskega dela sem raziskovala vlogo gibalnih iger pri učenju tujega jezika v vrtcu. Gibalne igre v angleščini sem v enem izmed slovenskih vrtcev izvajala dva tedna, trikrat tedensko. Izbrala sem 36 angleških besed, ki so jih otroci spoznali med izvajanjem gibalnih iger. Pred izvajanjem dejavnosti sem s ček listo in slikovnimi karticami preverila njihovo predznanje, nato pa preverila njihov napredek – enkrat ob koncu izvajanja dejavnosti in enkrat dva tedna po končanih dejavnostih. Po dveh tednih izvajanja gibalnih dejavnosti v angleščini sem ugotovila, da so otroci v tem obdobju v povprečju prepoznali 14 novih besed in poimenovali 8,7 novih besed. Po preverjanju je sledil dvotedenski premor brez izvajanja gibalnih dejavnosti v angleščini. Z vzgojiteljicama sem se dogovorila, da v vmesnem času zapisujeta, kako pogosto otroci uporabljajo angleščino v svoji prosti igri. Vzgojiteljici sta skoraj vsak dan opazili, da so se otroci igrali v ''angleškem kotičku'', poimenovali sličice, prilepljene na omari, angleščino so uporabljali tudi pri drugih aktivnostih v vrtcu itd. Ker so otroci tudi med premorom uporabljali angleščino, sem ponovila preverjanje znanja besedišča otrok. Otroci so prepoznali 1,1 več novih besed in poimenovali 1,2 več novih besed kot pri zadnjem preverjanju, saj tudi v prosti igri usvajajo oziroma utrjujejo tuji jezik. Pri obeh testiranjih lahko opazimo napredek otrok v znanju besedišča angleškega jezika. Na koncu sem z vsemi otroki naredila individualni intervju in jih povprašala, katera gibalna igra jim je bila najbolj všeč. Največ otrok se ni moglo odločiti le za eno gibalno igro in so zato rekli, da so jim bile vse enako všeč, med otroki, ki pa so poimenovali najljubšo gibalno igro, pa prevladuje odgovor gibalna igra "ANIMALS". The thesis discusses children's learning of foreign languages in preschool education. The theoretical part describes the motivation of children, which is necessary for successful learning of a foreign language in kindergarten. It defines play, as a primary activity in the preschool period, as well as different types of games. I also provided a more detailed description of movement games because I used them for my research, where I taught 5 – 6 years old children English with the help of movement games. The thesis also discusses the method of the Total Physical Response. In the empirical part of the thesis, I tested the role of movement games in relation to learning a foreign language in kindergarten. I performed the movement games in English in one of the Slovenian kindergartens for two weeks, three times a week. I chose 36 English words that children learned while performing movement games. Before the start, I checked their prior knowledge with the help of a checklist and flashcards, and afterward, I checked their progress, once at the end of the activity, and once two weeks after we finished with all activities. After two weeks of performing movement games in English, I found out that throughout that period, children recognized an average of 14 new words and named around 8.7 new words. The two weeks of performing movement games were followed by a two-week break without performing movement games in English. In the meantime, I asked the preschool teachers to write down each time the children used English in their free play. The preschool teachers noticed that the children played in the ''English corner'' almost every day, named the pictures posted on the cupboard, used English in other activities, etc. Since the children also used English during the break, I repeated the vocabulary test. Compared to the last test, they recognized 1.1 new words and named 1.2 new words, which means that also during their free play they consolidated their knowledge of English. The children's progress in their knowledge of English vocabulary can be observed in both of the tests. To conclude everything, I conducted an individual interview with all the children and asked them which movement game they liked the most. Most of them could not decide on just one movement game and therefore said that they liked all of them equally. Among the children who chose their favourite movement game, the predominant answer was the game called "ANIMALS".

V diplomskem delu je predstavljeno učenje angleškega jezika v predšolskem obdobju s pomočjo kamišibaja in kako le ta spodbuja in vpliva na usvajanje tujega jezika. V raziskavi je bilo vključenih 19 otrok enega izmed vrtcev v osrednji Sloveniji, starih 3 in 4 leta. Cilj diplomskega dela je ugotoviti, ali gledališče kamišibaj motivira in spodbuja predšolske otroke k učenju tujega jezika angleščine ter ali se lahko preko kamišibaja otroci uspešno naučijo angleškega besedišča za nekatere živali, barve in števila do deset. V teoretičnem delu je predstavljeno zgodnje učenje tujega jezika in pozitivni učinki ter kritična leta za usvajanje tujega jezika. Opisan je način, kako uspešno poučevati tuji jezik. Predstavljen je tudi pomenzgodb pri učenju tujega jezika in kamišibaju na splošno ter tudi pri učenju tujega jezika. Na koncu je opisano tudi, kako ustvarimo svoj kamišibaj za poučevanje angleškega jezika v vrtcu. V empiričnem delu so predstavljeni rezultati naučenega besedišča za določene živali, barve in števila do deset, ki so se jih otroci učili preko kamišibaja in pravljice Anje Štefan Bobek in barčica. Rezultati so razvidni iz predtesta in končnega testiranja po dvotedenskem obdobju dejavnosti. Opazimo lahko velik napredek, saj so se vrednosti prepoznavanja in poimenovanja angleškega besedišča povišale za več kot polovico. Največ otrok se je naučilo prepoznati in poimenovati angleško besedo za miš, modro in zeleno bravo ter števila do pet. The diploma thesis presents the learning of English in the preschool period with kamishibai and how it encourages and influences the acquisition of a foreign language. The research includes 19 children, from a kindergarten in central Slovenia, aged 3 and 4 years. The aim of the diploma thesis is to determine whether kamishibaitheater motivates and encourages preschool children to learn a foreign language and whether childrencan successfully learn English vocabulary of certain animals, colours and numbers up to ten through kamishibai. The theoretical part presents early foreign language learning and positive effects, as well as critical years for foreign language acquisition and a way to successfully teach a foreign language. Greater emphasis is placed on the importance of stories in foreign language learning, kamishibai in general and as well as in foreign language learning. At the end it isalso described how we can create kamishibai to teach English in kindergarten. The empirical part presents the results of the learned vocabulary of certain animals, colours and numbers up to ten, which the children learned through kamishibai of the fairytale by Anja Štefan, Bobek in barčica (Bobek and the Boat). The results can be seen from the pre-test and final testing after a two-week period of activity. We can see great progress, as the values of recognition and naming of English vocabulary increased by more than half. Most children learned to recognize and to name the English word for mouse, blue and green colour, and numbers up to five.