Frsluflokkur: Menntun og skli

slenskukennsla ea ggun?

a skiptir grarlega miklu mli fyrir okkur a a takist vel a alaga flki a slensku samflagi. slenskukennsla er lykilatrii v efni, sagi lf Nordal innanrkisrherra varandi vntanlega mttku flttamanna fr Srlandi frttaskringu Morgunblasins ann 19. nvember sastliinn.
Fullyringunni slenska er lykilatrii algunar a slenska samflaginu hefur veri hvegum hf, ekki aeins egar um mttku flttamanna hefur veri a ra, heldur vallt egar um hefur veri a ra innflytjendaml almennt sustu tvo ratugi.

g er sammla v a kunntta innflytjenda slensku tungumli skiptir miklu mli, bi fyrir sjlfa og einnig slenskt samflag. g hvet ara innflytjendur til a lra slensku vel og sjlfur vil g lra hana betur. g hef veri a lra slensku og hef enn ekki n fullum tkum henni, etta er raun viverkefni.

San fyrir 16-17 rum hef g teki tt umru um slenska tungumli og innflytjendur og g sagi nokkrum sinnum opinberlega a slenskan gti veri kgunartki fyrir innflytjendur hrlendis.

kringum aldamtin sustu var t.d. virk hreintungustefna hj RV og gestir af erlendu bergi brotnir voru ekki velkomnir tvarps- ea sjnvarpstt nema a eir vru mjg gir slensku. Mr sndist a slendingar hefu meiri huga v hvernig g talai slensku en v sem g segi t.d. predikun. Mr fannst a olandi.

Ef vilt ba slandi, talau slensku! etta var sagt jafnvel vi nkomna innflytjendur. Margir virast mynda sr a hgt s a tileinka sr slensku innan rs. Og egar innflytjandi gat ekki tj sig almennilega slensku, frusu samskptin ar.

En margt hefur breyst varandi vihorf slendinga til slensku sem innflytjendur tala, jkva tt a mnu mati.

Nokkrir ttir hj RV reyna a bja gestum af erlendum uppruna dag til sn og sem betur fer virast margir slendingar hafa vanist eirri slensku sem innflytjendur tala og bregast ekki skjtt vi og skella framan vikomandi einhverju eins og Talau slensku! a innflytjandi geti ekki tala ga slensku.

g met essar jkvu breytingar mikils. a gti svo margt breyst til hins betra ef flki samflaginu sndi v betri skilning a langflestir eru a reyna sitt, hvert svo sem upprunalegt tunguml eirra er. Og v langar mig a tala meira um mlefni sem varar slenskt ml og innflytjendur.

slenska okkar innflytjenda er svo oft leirtt, hvort sem um talml er a ra vi msar hversdagslegar astur, Facebook, kaffitma vinnunni, verslunum, dmin eru endalaus. Eftir v sem g best veit, gera slendingar etta gum tilgangi og viljinn sem a baki er er gtur en flestum tilvikum er um sjlfskipaa kennara a ra.

G afskiptasemi ea ggun?

Engu a sur ver g a segja etta; vinsamlegast htti gefa okkur slenskukennslu frtma okkar ea prvatplssi eins og Facebook. Kennsla af essu tagi dregur r rfinni til a tj mig og a lklegast vi fleiri innflytjendur.
Ef vi erum a bija einhvern um a leirtta slenskuna okkar, af msum stum, ea ef kennari, mentor ea ninn vinur leirttir okkur, er a lagi.

a sem flir mig fr a segja eitthva, t.d. vi einhvern sem g ekki lti en hitti t.d. frstundum er egar vikomandi ltur essi or falla: tti a segja ann hluta svona ... ea leirttir frslu mna Facebook athugasemdum ea skilaboum, a g s ekki a bija um a. a virkilega pirrar mig.

g vil forast misskilning. g vil lra slensku betur en g kann n egar. Mr finnst margir innflytjendur vilji a lka og gera raun. En a tekur tma a lra slensku og a arf tma til a nota hana n hindrunar. a er ekki vieigandi a f kennslu fr kunnugum slendingum vi mis mismunandi og oftast vieigandi tkifri. Vi getum bei um hana ef vi viljum f r.

rtt fyrir gan vilja essara sjlfskipuu kennara slensku gerir s kennsla ekkert anna en a draga innflytjendur niur og er bara virkilega reytandi. a kmi mr ekki vart ef innflytjandi htti a tala slensku ea skrifa eftir a hafa fengi vntar og stundum stanslausar leirttingar slenskunni sinni.

ess vegna nota g frekar sterkt or: of mikil afskiptasemi af v slenska mli sem innflytjendur af svo mrgum jernum nota leiir til ggunar, tt hn byggist gfsi. Hvert tunguml getur grundvelli tungumls heimavelli ori kgunartki gagnvart flki sem hefur anna tunguml sem murml. Vi megum ekki gleyma v.

g vona a sem flestir slendingar skilji a sem g hef veri a ra hr, styji okkur innflytjendur vi a lra ga slensku, n of mikillar afskiptasemi, og haldi gagnkvm og vingjarnleg samskipti.

(Innflytjandi slandi)


Reflections on two decades - Mother tongue education

1.
Dear participants, guests, my colleagues, friends and comrades, welcome to The treasure of languages-Conference on practical ways of improving mother tongue learning in homes, schools and leisure. With commission of the board of the Murml, I would like to welcome you to this educative and meaningful gathering.

I would like to express our feeling of gratitude and gladness to our special guest, Dr. Deirdre Kirwan, principal of Scoil Bhrde Cailn, from Dublin, Ireland. Thank you for coming, Dr. Kirwan.

I would like also to thank to the board members of Murml for providing us such a good opportunity for deepening our understanding of multi-linguistic education and developing our teaching skills, as well as the dedicating activities on the daily base. The association Murml is a sort of Mother organization for mother-tongue education, and today 24 language groups are joining Muml. This is a really remarkable development, I would say. Many well educated people are now working in the Murml and are trying to share their knowledge and educational skills to the other members, its a fantastic thing, isnt is?

Murml was officially organized and legally registered in 2001. I was one of the founders of Muml, but Murml at that time was far different from what it is today. There were 5 language groups, English, Russian, Lithuanian, Polish and Japanese. We were also closely working with the Vietnamese group.

The mother-tongue education itself began to be organized around the year 1993 with the cooperation and support of the Reykjavik municipality.But the support of the city to the mother tongue education was to be stopped at the end of 2001, so we, founders, hurried to organize the association Murml formally.Because we needed to apply for grunts here and there, but to do so there had to be a registered association.

I myself have been involved in the Japanese group, and our group will celebrate its 20th anniversary in the coming school year. I was there from the beginning, but I dont remember well if it was the autumn of 1995 or the winter of 1996. I have two kids, and they were then 5 years old and 2 years old, and now they will be soon 25 and 22.They have already graduated from the Japanese mother-tongue group, and I am half-retired from the group, too.

So two decades is surely some period of time. I have been involved in the Japanese group without interruption through those two decades, so I think it is my privilege that I can compare then and now.

There are many things that have changed, but some things have not. Some things were topics of the discussion twenty years ago, and they are still topics for discussion today. Some things were important and worth paying attention to twenty years ago, and are still so.

I would like to point out only three points to remind you of their importance. But they are not about the theory of multi-linguistic education or teaching skills. They are more about the role of a parent. I am not educated in the field of multi-linguistic education. I am just a father of two children, and that is where I have been standing so far. Please understand this beforehand.

2.
The first point is whether the mother-tongue teaching belongs to home education or to school education. This is a classic discussion. This happened really in some mother-tongue teaching groups, but numbers of parents misunderstood that if they took kids to their mother-tongue teaching groups, then the group would take care of everything and the kids didnt have to do any home study. It became clear in some cases that the parents did not use the mother tongue at home even in communicating with the child.

In the Japanese group there wasnt such an extreme example, since we didnt have any educated teacher in the beginning, and we parents had a kind of agreement that we ourselves would teach our children, so there was no clear border between the home study and the education in the group. Yet there has been a constant misunderstanding, as if the mother-tongue education could be completed at the mother-tongue group. Of course, our weekly education for a couple of hours cannot complete anything, but it is an aid to stimulate the mother-tongue teaching at home.

This point is really matter of course for those who used to teach children their mother tongue, but is not necessarily taken for granted for those who have just stepped into mother-tongue teaching. It also happens that even though the parents are aware of the importance of home study, as a fact, they have fallen into counting only on the mother-tongue group unconsciously.

3.
The second point is misjudgment or exceeding decision by parents that multi-linguistic education is too much of a burden for their children. Surely it is work to educate our children our mother-tongue in a situation where the language is not a common language. But no education is easy to obtain generally and whatever the children are supposed to learn, they have to make an appropriate effort.

We need to consider three things in this kind of misjudgment. First, the capacity of a child in leaning is much bigger than we think usually. Very often, we misunderstand that what we cannot do is difficult for our children, too. But its not true. I am not good at dancing, I dont even dare to dance, but my son dances very well. My daughter is now reading books in English that I would never take in my hands. This must be a burden for my child: parents should see thoroughly the condition of their child before they come to such a conclusion.

Secondly, the burden which parents recognize as a burden might not be the childs, but it could be a burden for the parents themselves. We all know its a considerable task to teach our kids our mother-tongue. I know its an especially heavy task for a parent when the parent is new in this country and is learning Icelandic for himself. This is a wall. I cannot say any easy words about this wall. We need to go over it.

If I may tell from my experience, its difficult to learn Icelandic and it takes a long time usually for us, but the really hard time in learning Icelandic is not endless. Its just a certain period. Meanwhile our child is growing every day and it cannot wait for us making free time. So for a certain period, we should decide to do both: learn Icelandic and teach our kid the mother-tongue. We have to do it, and we can do it.

Thirdly, it depends also on the priority of the education for our children if the mother-tongue learning becomes a burden for them or not. In Iceland, its common that children learn many things at the same time: Ballet, painting, piano, violin, swimming, football, karate and so on.

And I think its a positive thing to give them all sorts of possibilities. In Japan, we dont do this, and I feel sorry for that. I never got any music lessons when I was a kid. One of my dreams is to play the saxophone, I wish I could have had the basic lessons for it when I was little.

Anyway, the point is, if mother-tongue learning is just one of those subjects or if it has higher priority among them. Of course we should respect our childrens wishes fairly, but at the same time we should be aware that our children are not really capable yet to choose what is important for them. We are supposed to help them. Its the responsibility of us parents.

4.
The third point that I want to remind you of its importance is how we work in this society. As I have mentioned before, I weigh very highly the importance of home study of our mother-tongue in our family life. But nevertheless the mother-tongue education is not only a private matter of immigrants in their home. It is at the same time a social matter of Iceland because the existence of bilingual or multilingual citizens profits the whole society.

Counting from twenty years ago, mother-tongue education was considered as a private matter of immigrants by the education authorities in Iceland, and also generally in the society. Things have gotten much better today, as it can be seen for example in that Murml got the Social award of Frttablai last year. But I dont think it still enough.

One of the particularities of this country is, in my opinion, that society doesnt know one thing and that is to cultivate, to grow up something. Instead they want to get only the result, the harvest.

Last years, my children have got many requests to make some assistance in Icelandic business such as RV or St 2 because of their fluency in both Japanese and Icelandic. They wanted to use the ability of my kids when they needed it. But they never thought from where their ability came. They might have thought that it was enough to pay my kids a small pocket money, but I did not think it was enough.

When I think about this opportunism in Icelandic society in general, I get angry. If they want to use the ability of bilingual or multilingual citizens, they should support us more. I dont think anyone can deny the benefit that this society will get from our children who can manage two or more languages. Look, to which direction this society is heading. Global business, tourism and multiculturalism, can Iceland stand without those?

Mother- tongue education is not only about the language, but also it is about our culture. Thats the different point about mother tongue education from the Icelandic students learning foreign language in a college. The society should recognize better the importance of mother-tongue education and support it.
We need to continue to appeal for this.

5.
I have mentioned three points, that were important twenty years ago, and are still important for us. The importance of home study, the importance of not to misjudge the capability of our children and the importance of getting better understanding in the society regarding mother- tongue education. I am aware that you know these things well already. My apology if you got bored. Nevertheless it is worth repeating, I think.

Lastly I want to add one word and I think this is my mission word for today. Again I repeat a thing you already know well. My mission word for today is: Continue, and never give up.

I remember when my first child, my son, was so small and he had not begun to speak words. I was talking to him in Japanese every day, and got no response from him. It was as if I was talking to a wall and I felt like I was a stupid man who was making effort for nothing. So I was so happy when he uttered a word in Japanese murasaki, that meant purple color when he saw purple flowers in our garden. Ever since I use only Japanese in talking with my son, and also with my daughter.

My daughter speaks even better Japanese than my son. Actually she speaks Japanese quite the same as ordinary Japanese people. But she has never lived in Japan. She has visited Japan only in summer vacations that are only three to four weeks at most. I want to boast of my children, but more than that, I want you to see my daughter as an example of what mother-tongue teaching can achieve, even without living in the home country.

Our mother-tongue teaching is the mutual work of parents, kids and surrounding people, like the association Murml. With mutual help and encouragement, we can do it. So please Continue, and Never give up.

Thank you very much for your patience to listen to me, half retired man.
God bless you, your kids and Murml.

-Welcoming speech at the conference of Murml The treasure of languages
at the Geruberg,21st of August 2015-


Gegn einelti

morgun, 8. nvember, verur ,,dagur gegn einelti".

Varandi einelti er heimaland mitt, Japan, ,,leiandi j" neikvri merkingu. Einelti er bersnilega eitt af alvarlegastum mlum fyrir Japana. Fleiri en 70.000 tilfelli eru viurkennd sem einelti rlega Japan.

rinu 2012 hfu 200 unglinga grunn- og framhaldssklaaldri frami sjlfsvg Japan. Meal essara 200 voru fjgur tilfelli vegna eineltis. etta getur liti t fyrir a vera ekki har tlur. 12% af essum unglingum frmdu sjlfsvg vegna erfira samskipta vi foreldra sna, og 10% vegna kva um framt sna. En um 58% af essum 200 tilfellum, ea 116 unglinga, voru stur ,,ekktar".

hvert skipti egar sklabarn fremur sjlfsvg, er rtt um hvort einelti hafi veri sta ess ea ekki. En yfirleitt er a tilhneiging til staar Japan a sklayfirvald neitar tilvist eineltis af v a ef a viurkennir einelti, verur a a bera byrg v a sr a hafa lti einelti vera.

Ef vi tkum tillit til ess atriis, gtum vi sagt a fleiri tifelli sjlfsvgs hafi stafa af einelti. Persnulega tri g v.

g er ekki srfringur um einelti almennt enda g ver a jta a a g ekki lti um astur eineltis slandi. En Japan er a oft sagt a tttekendur einelti skiptast fjra hpa. 1. Gerendur 2. Virkilegir horfendur 3. Hlutlausir horfendur 4. olendur.

T.d. getur staan veri eins og: ef a eru 35 brn sklabekk nokkrum, eru ar rr gerendur eineltis, einn olandi, fimm virkir horfendur og 26 hlutlausir horfendur.

Virkilegir horfendur eru stuningsmenn vi einelti og eir hvetja gerendur a halda fram einelti. Hlutlausir horfendur eru ekki ,,hlutlausir" raun. eir eru lka a styja einelti me v a horfa fram hj v sem gerist fyrir augum snum.

Og ef g skil rtt, er mikil hersla lg a byrg essara ,,horfenda" Japan eins og: ,,Enginn er byrgarlaus stu ar sem einelti sr sta".

Gildir etta slandi lka?

Mr finnst a vera mjg mikilvgt og nausynlegt a allir jflaginu (..m. g sjlfur) frast um ml um einelti, ar sem ,,hugaleysi" ea ,,vanekking" telst j til beins stunings vi
einelti.


Mrar beggja vegna

Um daginn tk g tt mlingi um murml slandi. umrutma tju sig sex unglingar sem eiga anna murml en slensku. eir tluu um reynslu sna af v lra murml sitt slandi og um erfileika slenskunmi. Meal annars sgu eir: ,,g vil ekki nota murml mitt (sem er ekki slenska) opinberum vettvangi. egar flk kringum mig tekur eftir v, starir a alltaf mig, neikvan htt".

ar heyrist einnig essi rdd: ,,Kennarinn minn grunnskla sagi mr a nota ekki murml mitt, heldur alltaf a nota slensku, ef g vildi n framfrum slensku". Reynslusaga unglinganna bendir a andrmsloft sem er til staar samflaginu, sem reynir a stva a a innflytjendur noti muml sitt hrlendis.

Talsvert hefur veri rtt um auglsingu Stvar 2 ar sem ,,Tong Monitor" sem er gerviasubi talar ensku me hreim. etta er dmiger staalmynd af asuba en mr finnst etta geta haft slm hrif stu innflytjenda, ekki aeins asskra innflytjenda heldur allra innflytjenda. a er vegna ess a grn gert a ,,framburi ensku me hreim" verur fljtt a grni a ,,framburi slensku me hreim". Ef flki finnst gaman a heyra ensku me hreim, mun v finnast gaman a heyra slensku me hreim lka. etta er svo aus.

Raunar finnst mr framburur slensku vera erfiari en ensku. slensku kemur a mnu mati hreimur jafnvel skrar fram en egar enska er tlu og a er ekki auvellt a bta. Margir innflytjendur urfa a ola a tala slensku me hreim. Ef vi megum bast vi a mta grni okkar kostna t af framburi og hreim, hvernig lur okkur me a?

Annarsvegar bum vi vi andrmsloft sem hindrar innflytjendur a tala eigi murml og hinsvegar br kveinn kraftur fjlmilanna til astur ar sem innflytjendur hika vi a tala slensku, ekki sur en ensku. Ef a er veruleikinn sem innflytjendur ba vi, standa eir fastir me mra beggja vegna. Er slk staa eftirsknarver?

mislegt samflaginu sem ltur t fyrir a vera sjlfsttt getur samt haft hrif ara tti stru samhengi. Auglsing Stvar 2 er ekki undantekning v. Hn gti ori hluti mrsins sem kemur veg fyrir samttingu innflytjenda, a slkt s ekki tilgangur hennar.

Vi skulum skoa mli aeins strra samhengi, sem er vihorf slendinga til erlendra tungumla samfginu og framandi slensks mls. Umra um ,,Tong" gti ori tkifri til ess a hugleia a. Von mn er umra veri leidd skapandi og uppbyggjandi tt.


-Fyrst birt Mbl. 20. nvember 2012-


Grn ea einelti?

g hef sp miki auglsingu Stvar 2, ar sem Ptur Jhann Sigfsson leikur ,,Tong Monitor", mann sem a vera af asskum uppruna og talar framandi ensku me hreim.

Auglsingin vakti athygli flks og margir telja hana vera srandi gar assk flks slandi en arir bara saklaust grn. Sjlfum finnst mr auglsingin (ea leikur Pturs) ekki vera fyndin og hafa vond hrif slenskt jaflag. Af hverju?

g vil benda eitt fyrirfram, a "Tong" tali ensku, en ekki slensku, skiptir a ekki mli ar sem mli hr er a taka upp "frambur me hreim" og grnast me hann. Eftirherma ensku verur fljtt a eftirhermu slensku huga manns.

fyrsta lagi, er framburur hins slenska tunguml flki af asskum uppruna mjg erfiur. Hreimurinn stafar ekki af vanrkslu vi slenskunmi heldur er frambururinn okkur einfaldlega erfiur. Vi erum, og n tala g ef til vill fyrst og fremst fyrir sjlfan mig, ekki stolt af a a tala slensku me hreim. Starfs mns vegna bst mr oft a koma tvarpstti og tala en g skammast mn alltaf hve llega slensku g tala.

Samt tala g tvarpi s mr boi a vegna ess a a er hluti af starfi mnu. g myndi vera dapur ef einhver geri grn a framburinum mnum. Grn lkt og me Tong Monitor" er v gn fyrir flk sem talar og verur, t.d. starfs sns vegna ea bara almennra samskipta, a tala slensku me hreim.

ru lagi, eru horfendahpi Stvar 2 brn og unglingar. Hva hugsa au egar auglsingin er snd? Skilaboin fr hinum slenska fjlmili eru skr: ,,Ah, vi megum gera grn a innflytjendum me v a herma eftir ensku ea slenskunni eirra". etta er vondur boskapur.

g tel a jflaginu su einhver siferisleg vimi. Varandi grn fjlmilum vil g segja etta: Geri grn a eim sem geta svara fyrir sig. A gera grn a flki sem getur ekki svara fyrir sr er mnum huga a sama og einelti. Hvernig getur srhver manneskja af asskum uppruna svara fyrir ,,hi opinbera grn" Stvar 2.

g er undrandi a St 2 skuli ekki hafa s fyrir hvaa hrif auglsingin myndi hafa. g ska ess a fjlmilaflk lri af essari reynslu.


- Fyrst birti Frttablainu 15. nv. 2012-


,,Meiren a segja a"

Mling um murml minnihlutahpa slandi ,,Meiren a segja a" verur haldi Gerubergi ann 9. nvember kl. 13:00 - 17:00.

inginu vera fjlbreytt sjnarmi hlutaeigenda mumlsmenntunar til umfjllunar af hlfu menntamlayfirvalda, kennara og foreldra tv- og fjltyngdra barna. munu brn og ungmenni me anna murml en slensku .m.t. tknml fjalla um sna reynslu og skoun. lok ingsins gefst tttakendum tkifri til a kynnast lifandi tungumlum. Boi verur upp tknmlstlkun inginu.

Mlingi er skipulagt tengslum vi Hringing um menntun innflytjenda sem haldi var af Innflytjendari o.fl. september sl. Tilgangur mlingsins er a varpa ljsi stu murmlsmenntunar slandi og huga a nstu skrefum murmlsmenntun tv- og fjltyngdra barna sem er eftirsknarvert fyrir samflagi heild.

,,Meiren a segja a" er haldi vegum Rannsknastofu Hskla slands fjlmenningarfrum, samvinnu vi Samtkin Murml, Borgarbkasafn Reykjavkur, Skla og frstundasvi Reykjavkurborgar, Tungumlatorg og Menningarmistin Geruberg.

Mlingi er llum opi og tttkugjald er 1.000kr. Skrning fer fram sunni http://tungumalatorg.is/modurmal

Dagskr

FundarstjriEinar Sklason (MBA og BA stjrnmlafri)

13:00

Setning
Katrn Jakobsdttir (Mennta- og menningarmlarherra)

13:10

Ljaupplestur A
Tvtyngt barn

13:15-

Um stu murmlskennslu slandi
,,Hva er a gerast kennslu og vinnu me fjlbreytt murml slandi dag?"
Fra Bjarney Jnsdttir (Verkefnastjri/rgjafi fjlmenningu skla- og fr
stundasvii Reykjavkurborgar)

13:35-

Sjnarmi menntamlayfirvalda
Guni lgeirsson
(Srfringur Mennta- og menningarmlaruneyti)

13:55-

Sjnarmi tknmlsnotenda
,,slensk tknml og ungmija ess lfi flks"

Heids Dgg Eirksdttir (Formaur flags heyrnarlausra)
Hjrds Anna Haraldsdttir (Kennari og verkefnastjri tknmlssvis Hlaskla)

14:15-

Ljaupplestur B
Tvtyngt barn

14:20-

Sjnarmi foreldra tvtyngdra barna
Cinzia Fjla Fiorini, Mara Sastre, Renata Emilsson Peskova (Samtkin Murml)

14:40-

Kaffi

15:00-

Sjnarmi grunnsklakennara
Kristn Hjrleifsdtti
r (Kennari Fellaskla)

15:20-

Innlegg fr tvtyngdum brnum
Sklabrn me Kriselle Lou Suson Cagatin
(Samtkin Murml) og Karen Rut Gsladttur (Lektor Menntavsindasvii H) til astoar

16:00-

Samantekt
ttarr Propp (Borgarfulltri og formaur starfshps um brn og fjlmenningu hj skla- og frstundasvi Reykjavkur)

16.10-

Lifandi tunguml
umsjn Kristnar R. Vilhjlmsdtttur (Verkefnastjri fjlmenningar Borgarbkasafni)

Tknamlstlkur verur me mlingi


Murml barna – fjrsjur allra

,,Murml - flag um murmlskennslu tvtyngdra barna" fagnar 10 ra afmli snu nna desember. Murmlskennslan er fyrir brn sem eiga sr anna murml en slensku en er ekki slenskukennsla fyrir slensk brn sem bsett hafa veri erlendis. Jafnvel tt etta su raun tvr hliar sama peningi virist murmlskennsla barna innflytjenda slandi enn f litla athygli samanburi vi ,,murmls"kennslu sem slensk brn f.
Eftirfarandi er persnuleg skoun mn sem einstaklings tengdur murmlskennslu og prests innflytjenda, en ekki lit Flags Murml ea annarra aila.

Flagi ,,Murml"

Hr ver g a afmarka skrif mn um murmlskennslu vi sem tengd er flaginu ,,Murml", en g vil samt benda a a fer fram sambrileg murmlskennsla utan flagsins rum tungumlum, t.d. plsku.
Flagi ,,Murml" var stofna ri 2001 og var tilgangur ess fyrsta lagi a leita styrkja til ess a halda fram murmlskennslu eins og ensku, rssnesku og japnsku, sem egar var hafin og ru lagi a boa mikilvgi murmlskennslu og styrkja hana sklakerfinu og almennt samflaginu. (Nnara um Murml fst www.modurmal.com)

Rtt ur hafi Reykjavkurborg samykkt Fjlmenningarstefnu sna en henni var sagt: ,,Lög veri áhersla á kennsluhtti sem henta börnum af erlendum uppruna og a koma til móts vi arfir eirra, m.a. í kennslu á íslensku sem öru tungumáli. Einnig me kennslu í og á móurmáli eirra eftir ví sem vi verur komi."etta var frbr setning en hn hefur san veri eins og ,,gulrt sem haldi er undan hestsnefi" fyrir sem vilja festa murmlskennslu grunnmenntun barna, ar sem stefnunni var ekki hrint framkvmd.

Flagi ,,Murml" fkk styrki han og aan, en eir dugu aeins til a kynna starfsemi flagsins og fyrir nmskeium kennara. Kennslan var og er enn unnin sjlfboastarfi, nema a sastliin tv r hefur Reykjavkurborg styrkt flagi me v a lna v kennslustofu Hagaskla.

g tla ekki a segja a ekkert jkvtt hafi gerst murmlskennslu barna sem eiga sr anna murml en slensku san flagi var stofna en a er heldur ekki allt gu. Mr finnst a a vanti enn skilning mikilvgi murmlskennslu barna af erlendum uppruna slensku samflagi. v verum vi foreldrar tvtyngdra barna a halda mlinu lofti.

Mli hefur tvr hliar

Mli hefur tvr hliar: nnur er hli sem snertir rttindi barna menntakerfinu og hin er hliin sem snr a fjlskyldulfi eirra. A viurkenna murmlskennslu sem rttindi barna - eins og sst Fjlmenningarstefnu borgarinnar ur - veldur strax vandamlum fyrir yfirvld, af v a vera au a tryggja murmlskennslu llum tungumlum sklanum, sem eru lklega fleiri en hundra.

Auvita er a ekki hgt nna, og g krefst ess ekki. Raunar steig lsingin um murmlkennslu aftur bak Mannrttindastefnu borgarinnar sem tk yfir Fjlmenningarstefnu ri 2006: ,,... eim (brnum af erlendum uppruna) gefi tkifri til a kynna heimamenningu sna og murml."

Hin hliin er a kenna brnum murml sitt fjlskyldunni, a er, a lta au lra murml sitt heima fyrir. A mnu mati, og rauninni stendur murmlskennslan einhvers staar arna milli - sem viurkenndra opinberra rttinda barna og ess a vera einkaml innflytjenda, ef til vill nr v sarnefnda. a er mn von a vsirinn fari a hreyfast hina ttina nstunni.

g krefst ess ekki a murmlskennslu llum tungumlum veri sinnt sklanum, a.m.k. ekki nna, en g ska ess a s murmlskennsla sem n er gangi, og vonandi fleiri tunguml nstunni, fi stugri stuning eins og me fjrveitingu ea kennslusta sem vri hluti af flagslegri viurkenningu. Flagi ,,Murml" er bi a sanna starfsemi sna og mikilvgi tilvistar tvtyngdra barna. N er kominn tmi a samflagi viurkenni a.

g tel tilvist tvtyngdra barna vera fjrsjur slensks samflags. Brn og ungmenni sem kunna tv tunguml og menningarheima auga sannarlega jflagi, breikka a og dpka. En murmlskennsla hefur sn rlg sama hvaa ml er a ra. Hn er allt tmabundin.

lkt mrgum verkefnum samflagi, getur murmlskennsla ekki bei. Vi getum rtt mrg r um flutning flugvalla. En brn okkar alast upp dag eftir dag og vi getum ekki stva au. rj r, fimm r ea tu r murmlskennslu a bkstaflega tmalengd. Ef foreldrar missa af tkifri til a kenna brnum murml sitt tmanlega, er a rosalega erfitt a f a aftur til baka.

g ska ess innilega a slendingar taki etta srkenni murmlskennslu til tillitssemi sinnar og tryggi fjrsj jarinnar framt.

- Fyrst birt Mbl. 2. desember 2011-


Gegn einelti

dag er "Dagur gegn einelti" og vi erum skoru a hringja bjllu kirkju, skla ea heimili kl.13:00 til ess a vekja athygli eineltismlum.

Einelti er alvarleg ml og vi urfum a fylgjast mlum vel. Mlin sjst va heiminum t.d. Bandarkjunum, Bretlandi, Danmrk, Japan o.fl. Japan, heimalandi mnu, voru 84.648 tilfelli eineltis skr formlega rinu 2007. Fornarlmb voru 6 ra til 18 ra aldri.

essar tlur sna okkur a 7,1 brn/unglingar hverjum 1.000 mta einelti. Engu a sur var fjldi tilfella sem sklar hfu viurkennt sem einelti aeins 40% af heildinni, enda 136 brn ea unglingar kusu a drepa sjlf. Mjg sorglegar tlur.

Mr skilst a flest okkar sum mti einelti og sammla v a vinna til a stva einelti og losna vi a fr samflagi okkar. Vi teljum a vi sum gegn einelti.

En er a satt alvru? Ef vi erum llu mti einelti, hvar eru gerendur eineltis? Erum vi saklaus mlum eineltis og tkum aldrei tt einelti?

"tttekendur einelti eru ekki aeins a virkilegir gerendur, heldur einnig horfendur ess" segir flk sem ekkir mli sameiginlega.

g held a vi urfum a fara yfir okkur sjlf fyrst og fremst.


Hjrtu r gulli

Landsmt skulssamband jkirkjunnar sem var haldi um helgina 28. oktber til 30. tkst rosalega vel me 500 unglingum. Landsmti var me yfirskriftinaHjrtu r gulli", en hvaan komu essi or?

mtinu var Japan miki fkus. Unglingar tku tt msum hpastarfum sem tengd voru japanskri menningu eins og t.d.Sushi",Manga(teiknamyndum)" eaJapanskri tsku". Markmii var sfnun fyrir japnskum brnum sem eiga erfileikum vegna jarskjlftanna og flbylgnanna mars sl. en unga flki safnai dsum og kallai eftir samskotum bnum.

1.120 brn yngri 20 ra misstu anna foreldri ea bi, og helmingur eirra eru 7 til 15 ra aldri. Miki fleiri jst af fallastreiturskun. Tvennt blasir vi astum barna hamfarasvunum: fyrsta lagi brnin vantar mannleg samskipti til a komast yfir slma reynslu sna. Og ru lagi vantar a bna skla og skladt til a sklalf barna falli elilegt horf.

Mrg samtk Japan veita asto til hamfarasvanna a sjlfsgu, en rfin er mikil. Eitt eirra samtaka heitaHjrtu r gulli" og au hjlpa brnum einmitt ofangreindum atrium. Peningar sem unglingar SK safna eiga a fara til Nobiru-grunnsklanns, sem er miju hamfarasvanna, gegnum hjlpasamtkinHjrtu r gulli".

g tk tt hluta landsmtsins samt nokkrum samlndum mnum. g var hissa, satt a segja, frslustund byrjun um hvers vegna vi hjlpum rum ney, ar sem allir hlustuu fyrirlesarann virkilega vel n ess a spjalla sn milli ea vera me lti. Og san frjlsri stund uru eir aftur kraftmiklir unglingar me brosandi andlit.

a er hluti af v a vera almennileg manneskja a hugsa til flks ney. Engu a sur gleymist etta oft hversdagslfi okkar, ea a er hunsa virkilega. v finnst mr strkostlegt a unglingar SK sndu frumkvi a taka sfnun til barna Japan a sr og frast um mli.
g vona a sfnunin veri tkifri lka til a mta mannleg samskipti milli unglinga slandi og japanskra barna og eftir mti rist au annig a japnsk brn komi heimskn til slands og fugt.

Sem japanskur einstaklingur hrlendis langar mig a akka SK og unglingunum fyrir hlju hugmyndina eirra og framtaki. eir vera leitogar slensku jarinnar framtinni. g ska innilega ess a eir veri leitogar mehjrtu r gulli". verur framt sland bjrt.

-Fyrst birt Mbl. 5. nv. 2011-


Frekari umra skast um samskipti skla og kirkju


Umdeild tillaga um samskipti menntastofnana Reykjavkurborgar vi kirkjuna, sem meirihluti mannrttindars Reykjavkurborgar hefur samykkt, virist taka gildi um ramtin nstu n mikilla breytinga. Mr finnst sorglegt a mannrttindari skuli ekki hafa hlusta r fjlmrgu raddir sem geru athugasemd vi fyrstu tillguna.

g er eirrar skounar a tillagan gangi of langt rtt fyrir a g skilji tilgang hennar. g skai eftir v a ri myndi draga tillguna til baka og eiga frekara samtal vi sem a mlinu koma og hafa arar skoanir en meirihluti rsins. vri hgt a koma betri tillgu, tillgu ar sem framtarsnin vri skrari. g skil ekki hvers vegna mannrttindari vildi ekki (og vill ekki) reyna a n samkomulagi milli allra mlsaila til ess a skapa fri um mli.

En n virist mr a nokku fyrirsjanlegt a egar breytingar vera meirihluta og minnihluta borgarstjrn veri horfi fr essari tillgu sem n hefur veri samykkt, ar sem greiningurinn er og verur enn til staar. g held a skortur stugleika stefnumtum grunn- og leiksklans s sklabrnum hag.

Umran um samskipti milli skla og kirkju (og annara trflaga ea flaga me kvena lfsskoun) ekki a vera eins ogglma" milli trara og eirra sem ekki tra. g er jnandi prestur en samt er g sammla eirri grunnhugmynd sem birtist tillgunni, sem er a draga lnu milli sklastarfsemi og starfsemi trflaga. Samt er a ekki augert. Vi getum sett mrk trarlega starfsemi en ekki trarlfi" sjlft. a sama vi um flki sem tilheyrir ekki kristinni kirkju. Mli skili a vera vel rtt eirra vegna.

Prestar og anna kirkjuflk geri talsverar athugasemdir vi tillgu mannrttindars. au voru bin a leggja fram ngilegan rkstuning um a prestar eigi a agang hafa a sklum. En eftir v sem g f best s, var aeins rlti tpt lan eirra barna sem ekki eru kirkjunni. etta er a mnu mati annmarki kirkjunni okkar. g var a velta v fyrir mr af hverju essi annmarki er?

g giska a lklegast s a vegna ess a flestir prestar kirkjunnar hr landi viti ekki hvernig a er a vera minnihluti trarlegu umhverfi. g upplifi slka stu heimalandi mnu og v langar mig einfaldlega a segja etta: a er mjg gilegt a vera a vera tttakandi trarlegum athfnum ef maur trir ekki. a er leiinlegt a vera a hlusta trarlegar skoranir ef maur trir ekki. a skiptir engu mli hvort vikomandi trarbrg teljast g ea slm. Slkt gti nstum fallist undir andlega kgun.

Mr virist sem prestar hr landi vanmeti ennan tilfinningalegan tt og hvaa hrif hann gti haft lan barna minnihlutahpum. g vona a etta lagist nstunni en essi atrii urfum vi a taka inn umrunni sem og fleiri sem falla undir tillitssemi. Mr finnst a umrunni s ekki loki og vi ttum a taka hana upp aftur og endurskoa tillguna til ess a n til stugleika sklalfs barna okkar.


-Fyrst birt Frttablai 17. des. 2010-


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