Inter Alia 1

ISBN: 978-961-91069-2-1



Violeta Jurković, Melita Djurić, Šarolta Godnič Vičič


Status of LSP Teachers in Slovene Higher Education





The status of teachers in higher education is conditioned by the status and financing of their courses as well as the number of course hours. A high weekly workload or large student groups, for instance, may negatively affect the quality of teaching. The activities carried out within the Slovene Association of LSP Teachers have revealed that the status of teachers employed at different Slovene universities (or faculties) significantly varies.


It has been established that the changes brought upon by the Bologna reform can pose a threat to the existence of the LSP course and, as a consequence, contribute to a lower status of LSP teachers. The main objective of the 2006 questionnaire survey that examines the state of art in LSP teaching in Slovene higher education before the implementation of the Bologna reform therefore was to highlight the opportunities for improvement.


Through a comparative analysis of normative documents that regulate this field and questionnaire data the present article focuses on the status of LSP teachers in Slovene higher education. The main objectives of the comparative analysis were to find out how the normative documents define the status of LSP teachers, to determine the differences concerning the status of LSP teachers at different Slovene universities and faculties, and to put forth possible solutions.


Keywords: language for specific purposes, teacher status, Bologna reform, normative documents, questionnaire.




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