{"id":2632,"date":"2025-02-21T16:02:10","date_gmt":"2025-02-21T15:02:10","guid":{"rendered":"https:\/\/migjeni.se\/?p=2632"},"modified":"2025-02-21T16:02:13","modified_gmt":"2025-02-21T15:02:13","slug":"sokol-demaku-gjuha-amtare-ne-diaspore","status":"publish","type":"post","link":"https:\/\/migjeni.se\/index.php\/2025\/02\/21\/sokol-demaku-gjuha-amtare-ne-diaspore\/","title":{"rendered":"Sokol Demaku: GJUHA AMTARE N\u00cb DIASPOR\u00cb"},"content":{"rendered":"

Sokol Demaku<\/strong><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 GJUHA AMTARE N\u00cb DIASPOR\u00cb<\/strong><\/p>\n

N<\/strong>\u00eb dit\u00ebt bashk\u00ebkohore ne jemi d\u00ebshmitar\u00eb t\u00eb asaj se tek shum\u00eb f\u00ebmij\u00eb, t\u00eb rijn\u00eb dhe t\u00eb reja shqiptare n\u00eb vendet per\u00ebndimore gjuha amtare ka kaluar n\u00eb gjuh\u00eb t\u00eb dor\u00ebs s\u00eb dyt\u00eb. K\u00ebt\u00eb nuk \u00ebsht\u00eb fare v\u00ebshtir\u00eb njeriu ta kuptoj\u00eb, apo edhe ta p\u00ebrjetoj. K\u00ebt\u00eb mund ta kuptojm\u00eb m\u00eb s\u00eb miri nga vet angazhimi i yn\u00eb dhe i t\u00eb rinjve n\u00eb diaspor\u00eb, angazhimi i familjes n\u00eb k\u00ebt\u00eb drejtim si dhe enteve dhe institucioneve m\u00ebsimore n\u00eb diaspor\u00eb.<\/p>\n

Sa duket k\u00ebtu q\u00ebndron edhe problemi se sa k\u00ebto jan\u00eb t\u00eb angazhuara n\u00eb k\u00ebt\u00eb drejtim.<\/p>\n

Si duket dit\u00eb e m\u00eb shum\u00eb f\u00ebmij\u00ebt tan\u00eb i jan\u00eb t\u00eb n\u00ebnshtruar asimilimit gjuh\u00ebsor, sepse ata thuajse nuk p\u00ebrdorin gjuh\u00ebn amtare por gjuh\u00ebn e vendit dhe mesit ku jetojn\u00eb, n\u00eb jete, ata at\u00eb e p\u00ebrdorin n\u00eb familje por edhe n\u00eb shoq\u00ebri e loj\u00eb.<\/p>\n

Kjo me t\u00eb v\u00ebrtet\u00eb \u00ebsht\u00eb shqet\u00ebsuese p\u00ebr ne kur shohim se nj\u00eb pjes\u00eb e f\u00ebmij\u00ebve tan\u00eb gjuh\u00ebn e n\u00ebn\u00ebs e konsiderojn\u00eb si gjuh\u00eb t\u00eb dor\u00ebs s\u00eb dyt\u00eb, por kjo ka edhe arsyet e veta e k\u00ebto arsye mund t\u00eb jen\u00eb t\u00eb forta por mund t\u00eb jen\u00eb edhe vet\u00ebm sa p\u00ebr tu arsyetua e arsye p\u00ebr t\u00eb harru gjuh\u00ebn e n\u00ebn\u00ebs nuk ka.<\/p>\n

Por ne duhet ti hetojm\u00eb dhe hulumtojm\u00eb shkaqet pse ndodh\u00eb k\u00ebshtu me f\u00ebmij\u00ebt, t\u00eb rinjt\u00eb dhe bashk\u00ebkomb\u00ebsit tan\u00eb n\u00eb diaspor\u00eb.<\/p>\n

Po shkaqet dhe arsyet jan\u00eb m\u00eb se t\u00eb shumta e do p\u00ebrmendim vet\u00ebm disa q\u00eb jan\u00eb aktuale dhe kan\u00eb ndikim shum\u00eb negativ dhe t\u00eb madh n\u00eb k\u00ebt\u00eb qeshje.<\/p>\n

-Organizimi i dob\u00ebt i m\u00ebsimit plot\u00ebsues\u00a0 p\u00ebr f\u00ebmij\u00ebt tan\u00eb n\u00eb diaspor\u00eb, askush nuk merret me k\u00ebt\u00eb \u00e7\u00ebshtje,<\/p>\n

-angazhimi i njer\u00ebzve me profesion jo adekuat q\u00eb t\u00eb merren me organizimin e k\u00ebsaj \u00e7\u00ebshtje madhore p\u00ebr f\u00ebmij\u00ebt tan\u00eb, ku edhe p\u00ebrkrahen nga entet dhe institucionet arsimore, q\u00eb \u00ebsht\u00eb nj\u00eb gabim shume i madh,<\/p>\n

-m\u00ebsimi plot\u00ebsues i gjuh\u00ebs amtare \u00ebsht\u00eb fakultativ q\u00eb ka efekt negativ tek f\u00ebmij\u00ebt,<\/p>\n

-n\u00eb shum\u00eb vende per\u00ebndimore m\u00ebsimi i shqipes b\u00ebhet n\u00eb m\u00ebnyr\u00eb private nga prind\u00ebrit,<\/p>\n

-angazhimi jo i mjaftuesh\u00ebm i prind\u00ebrve ne k\u00ebt\u00eb drejtim,<\/p>\n

-angazhimi i m\u00ebsuesve te pakualifikuara p\u00ebr pune me gjuh\u00ebn amtare, pra angazhimi njer\u00ebzve q\u00eb asnj\u00ebher\u00eb n\u00eb jet\u00ebn e tyre nuk kan\u00eb punuar m\u00eb f\u00ebmije apo gjuh\u00eb vet\u00ebm kur vet\u00eb ata kan\u00eb qen\u00eb n\u00eb bankat shkollore si nx\u00ebn\u00ebs,<\/p>\n

Pra k\u00ebto jan\u00eb disa nga dukurit m\u00eb t\u00eb shpeshta t\u00eb cilat kan\u00eb ndikim negativ vendimtar pse f\u00ebmij\u00ebt tan\u00eb nuk jan\u00eb t\u00eb interesuar dhe nuk i japin kurrfar\u00eb r\u00ebnd\u00ebsie gjuh\u00ebs amtare.<\/p>\n

Por edhe shum\u00eb e shum\u00eb probleme tjera t\u00eb cilat kan\u00eb efekt negativ n\u00eb zhvillimin dhe kultivimin e gjuh\u00ebs s\u00eb n\u00ebn\u00ebs tek f\u00ebmij\u00ebt tan\u00eb.<\/p>\n

Ky fenomen q\u00eb \u00ebsht\u00eb mjaft aktual \u00ebsht\u00eb duke u p\u00ebrhapur dit\u00eb e m\u00eb shum\u00eb jo vet\u00ebm tek f\u00ebmij\u00ebt tan\u00eb q\u00eb kan\u00eb lindur ne diaspor\u00eb por edhe tek ata t\u00eb cil\u00ebt kan\u00eb lindur n\u00eb vendlindje e m\u00eb von\u00eb kan\u00eb migruar.<\/p>\n

Ne si prind\u00ebr dhe si t\u00eb rritur duhet t\u00eb kuptojm\u00eb se kjo dukuri \u00ebsht\u00eb shum\u00eb e dhimbshme dhe \u00ebsht\u00eb mjaft\u00eb shqet\u00ebsues p\u00ebr ne. Duhet t\u00eb kuptojm\u00eb se f\u00ebmij\u00ebt dhe t\u00eb rinjt\u00eb tan\u00eb jan\u00eb atje ku jan\u00eb pa fajin e tyre, pra shkaktar kryesor i k\u00ebsaj dukurie shume t\u00eb ndjeshme dhe negative jan\u00eb t\u00eb rriturit, pra vet prind\u00ebrit e k\u00ebtyre f\u00ebmij\u00ebve.<\/p>\n

Duhet t\u00eb kuptojm\u00eb se rolin kryesor n\u00eb edukimin dhe arsimimin e f\u00ebmij\u00ebve e luan familja, shkolla dhe rrethi ku f\u00ebmija jeton dhe rritet.<\/p>\n

Secili nga k\u00ebta faktor ka apo mban nj\u00eb pjes\u00eb t\u00eb p\u00ebrgjegj\u00ebsis\u00eb n\u00eb arsimimin dhe edukimin e f\u00ebmij\u00ebs. Por pyetja \u00ebsht\u00eb se sa jan\u00eb t\u00eb angazhuar n\u00eb k\u00ebt\u00eb drejtim k\u00ebta tre faktor ky\u00e7 n\u00eb k\u00ebt\u00eb proces dhe sa \u00ebsht\u00eb rezultati i tyre n\u00eb k\u00ebt\u00eb drejtim?<\/p>\n

Ne duhet t\u00eb kuptojm\u00eb s\u00eb f\u00ebmija n\u00eb diaspor\u00eb apo si ta quajm\u00eb n\u00eb m\u00ebrgim has apo takon nj\u00eb shoq\u00ebri tjet\u00ebr deri me tani t\u00eb panjohur p\u00ebr te, takon nj\u00eb kultur\u00eb tjet\u00ebr, has n\u00eb nj\u00eb tradit\u00eb diametralisht tjet\u00ebr me tradit\u00ebn ton\u00eb. E e ter\u00eb kjo ka efekt ne jet\u00ebn e f\u00ebmij\u00ebs dhe t\u00eb riut.<\/p>\n

Dhe n\u00eb fund me nj\u00eb gjuh\u00eb t\u00eb re apo si t\u00eb themi nj\u00eb gjuh\u00eb t\u00eb huaj p\u00ebr te. E k\u00ebtu q\u00ebndron i gjith\u00eb theksi i problemit ku me k\u00ebt\u00eb fillon edhe gllab\u00ebrimi nga asimilimi gjuh\u00ebsor i f\u00ebmij\u00ebve n\u00eb m\u00ebrgim. Asimilimi \u00ebsht\u00eb i pam\u00ebshirsh\u00ebm dhe ai vepron at\u00ebher\u00eb kur ne nuk jemi sy\u00e7el\u00eb me at\u00eb se \u00e7ka po ndodh\u00eb n\u00eb rrethin\u00eb ton\u00eb apo m\u00eb mire t\u00eb themi me at\u00eb se \u00e7ka po ndodh\u00eb me ne.<\/p>\n

E ky \u00ebsht\u00eb gabimi m\u00eb i madh tek disa familje, pra familja duhet t\u00eb jete aktive, duhet t\u00eb ket\u00eb komunikim t\u00eb vazhduesh\u00ebm me f\u00ebmij\u00ebt, duhet p\u00ebrdor\u00eb vazhdimisht gjuh\u00ebn amtare n\u00eb familje, por duhet dhen\u00eb r\u00ebnd\u00ebsi edhe gjuh\u00ebs s\u00eb vendit ku kjo familje jeton. N\u00eb baz\u00eb t\u00eb disa studimeve q\u00eb jan\u00eb b\u00ebr\u00eb\u00a0 n\u00eb shum\u00eb vende per\u00ebndimore del se n\u00ebse f\u00ebmija m\u00ebson paralel dy gjuh\u00ebt ai do jet\u00eb m\u00eb i suksessh\u00ebm n\u00eb jet\u00eb e k\u00ebt\u00eb gj\u00eb shum\u00eb prind\u00ebr tan\u00eb e injorojn\u00eb apo e marrin si jo serioze duke th\u00ebne se f\u00ebmiu im duhet t\u00eb m\u00ebsoj vet\u00ebm gjuh\u00ebn e vendit ku jeton se shqipen e zot\u00ebron. E ky \u00ebsht\u00eb nj\u00eb gabim shum\u00eb i madh i prind\u00ebrit.<\/p>\n

N\u00eb shum\u00eb vende evropiane \u00e7\u00ebshtjes s\u00eb m\u00ebsimit t\u00eb gjuh\u00ebs amtare t\u00eb emigrant\u00ebve i kushtohet nj\u00eb r\u00ebnd\u00ebsi shum\u00eb e madhe e n\u00eb k\u00ebt\u00eb drejtim prijn\u00eb vendet skandinave t\u00eb cilat derdhin shuma t\u00eb m\u00ebdha mjetesh finanasiare n\u00eb k\u00ebt\u00eb drejtim por sa ne i shfryt\u00ebzojm\u00eb dhe si i shfryt\u00ebzojm\u00eb k\u00ebto \u00ebsht\u00eb problem n\u00eb vete.<\/p>\n

Pastaj \u00ebsht\u00eb problem n\u00eb vete organizmi i yn\u00eb n\u00eb k\u00ebt\u00eb drejtim.<\/p>\n

Ke e angazhojm\u00eb ne n\u00eb m\u00ebsimin e gjuh\u00ebs amtare edhe pse shteti n\u00eb m\u00ebnyr\u00eb solidare po ndihmon n\u00eb ket\u00eb drejtim.<\/p>\n

K\u00ebtu jan\u00eb ato defektet e m\u00ebdha dhe t\u00eb cilat kan\u00eb sjell\u00eb ne ket\u00eb gjendje m\u00ebsimin e gjuh\u00ebs amtare n\u00eb diaspor\u00eb edhe pse ndihma nga shume vende nuk mungon.<\/p>\n

E k\u00ebto b\u00ebjn\u00eb efekte negative tek f\u00ebmija, dhe se ai m\u00eb nuk \u00ebsht\u00eb i interesuar p\u00ebr m\u00ebsimin e gjuh\u00ebs amtare.<\/p>\n

F\u00ebmija q\u00eb din\u00eb gjuh\u00ebn amtare ai nuk ka problem me gjuh\u00ebn e vendit n\u00eb t\u00eb cilin ai jeton dhe nj\u00ebherit ai ka rezultate shume pozitive edhe n\u00eb l\u00ebmit tjera m\u00ebsimore.<\/p>\n

Po, ka edhe hulumtime q\u00eb d\u00ebshmojn\u00eb se \u00ebsht\u00eb m\u00eb leht\u00eb ta m\u00ebsosh nj\u00eb gjuh\u00eb t\u00eb dyt\u00eb, kur nj\u00ebkoh\u00ebsisht ke nj\u00eb baz\u00eb t\u00eb sh\u00ebndosh\u00eb n\u00eb gjuh\u00ebn t\u00ebnde n\u00eb gjuh\u00ebn amtare. Ato dy gjuh\u00eb, nuk kan\u00eb nevoj\u00eb t\u00eb konkurrojn\u00eb nj\u00ebra me tjetr\u00ebn, por, ato t\u00eb funksionojn\u00eb si ndihmes\u00eb e nj\u00ebra tjetr\u00ebs. N\u00ebse f\u00ebmija ka m\u00ebsuar nj\u00eb nocion n\u00eb gjuh\u00ebn amtare at\u00ebher\u00eb \u00ebsht\u00eb m\u00eb leht\u00eb ta m\u00ebson fjal\u00ebn me nj\u00eb nocion t\u00eb ngjash\u00ebm n\u00eb gjuh\u00ebn e dyt\u00eb dhe anasjelltas.<\/p>\n

Nuk jan\u00eb t\u00eb rralla rastet, kur f\u00ebmij\u00ebt gjat\u00eb disa periudhave preferojn\u00eb p\u00ebrdorimin e gjuh\u00ebs s\u00eb vendit ku jetojn\u00eb, edhe pse prind\u00ebrit mundohen t\u00eb jen\u00eb konsekuent\u00eb dhe flasin gjuh\u00ebn amtare me ta. N\u00ebse prind\u00ebrit d\u00ebshirojn\u00eb q\u00eb f\u00ebmija t\u00eb b\u00ebhet dygjuh\u00ebsor, at\u00ebher\u00eb \u00ebsht\u00eb me r\u00ebnd\u00ebsi q\u00eb ata t\u00eb vazhdojn\u00eb ta p\u00ebrdorin gjuh\u00ebn amtare me f\u00ebmij\u00ebn n\u00eb familje. \u00cbsht\u00eb mir\u00eb, n\u00ebse moshatar\u00ebt dhe t\u00eb rritur t\u00eb tjer\u00eb, p\u00ebrdorin gjuh\u00ebn amtare me f\u00ebmij\u00ebn, ashtu q\u00eb gjuha t\u00eb vihet n\u00eb funksion edhe jasht\u00eb familjes. N\u00eb shum\u00eb raste \u00ebsht\u00eb d\u00ebshmuar, edhe pse f\u00ebmija nuk e p\u00ebrdor\u00eb gjuh\u00ebn aq shpesh, megjithat\u00eb ata mund t\u00eb zhvillojn\u00eb nj\u00eb aft\u00ebsi t\u00eb lart\u00eb pasive, e kjo ju sh\u00ebrben si baz\u00eb q\u00eb m\u00eb von\u00eb ta m\u00ebsojn\u00eb p\u00ebrdorimin e gjuh\u00ebs n\u00eb m\u00ebnyr\u00eb aktive. N\u00ebse f\u00ebmija e p\u00ebrdor\u00eb\u00a0 gjuh\u00ebn e vendit ku jeton kur prind\u00ebrit flasin gjuh\u00ebn e vet amtare, k\u00ebta duhet t\u00eb mundohen ta ndihmojn\u00eb f\u00ebmij\u00ebn, duke u p\u00ebrgjigjur me fjal\u00ebt dhe shprehjet e p\u00ebrshtatshme n\u00eb gjuh\u00ebn amtare. Kontaktet dhe komunikimi me f\u00ebmij\u00ebn jan\u00eb, pra, t\u00eb\u00a0 r\u00ebnd\u00ebsishme, pavar\u00ebsisht se cila gjuh\u00eb p\u00ebrdoret. M\u00eb me r\u00ebnd\u00ebsi \u00ebsht\u00eb t\u00eb d\u00ebgjosh se \u00e7\u00b4thot\u00eb f\u00ebmija, sa m\u00ebnyra se si e thot\u00eb apo cil\u00ebn gjuh\u00eb e zgjedh\u00eb p\u00ebr t\u00b4u shprehur.<\/p>\n

Fole at\u00eb gjuh\u00eb q\u00eb e flet\u00eb m\u00eb s\u00eb miri, q\u00eb t\u00eb jeni n\u00eb gjendje t\u00eb shpreheni sa m\u00eb mir\u00eb q\u00eb f\u00ebmija juaj tu kuptoj\u00eb, dhe kjo p\u00ebr shumic\u00ebn \u00ebsht\u00eb gjuha amtare. \u00cbsht\u00eb, po ashtu, m\u00eb leht\u00eb t\u00b4i edukosh f\u00ebmij\u00ebt n\u00eb nj\u00eb gjuh\u00eb n\u00eb t\u00eb cil\u00ebn i shpreh\u00eb ndjenjat m\u00eb leht\u00eb pra n\u00eb gjuh\u00ebn amtare. Shum\u00eb t\u00eb rritur e kan\u00eb m\u00eb leht\u00eb t\u00eb tregojn\u00eb p\u00ebrralla dhe tregime nga f\u00ebmij\u00ebria, t\u00eb k\u00ebndoj\u00eb k\u00ebng\u00eb, t\u00eb krijoj\u00eb rim\u00eb, s\u00eb bashku me f\u00ebmij\u00ebn, n\u00eb at\u00eb gjuh\u00eb q\u00eb ata vet\u00eb e kan\u00eb folur si f\u00ebmij\u00eb pra n\u00eb gjuh\u00ebn e n\u00ebn\u00ebs. K\u00ebto aktivitete jan\u00eb shum\u00eb dometh\u00ebn\u00ebse, jo vet\u00ebm p\u00ebr lidhjet me f\u00ebmij\u00ebn, por, edhe p\u00ebr zhvillimin e gjuh\u00ebs tek f\u00ebmija n\u00eb p\u00ebrgjith\u00ebsi dhe se k\u00ebto do ken\u00eb efekte pozitive n\u00eb t\u00eb folurit dhe gjuh\u00ebn e f\u00ebmij\u00ebs..<\/p>\n

Zgjedh t\u00eb flas\u00ebsh dhe ta p\u00ebrdor\u00ebsh at\u00eb gjuh\u00eb q\u00eb t\u00eb duket m\u00eb e natyrshme dhe q\u00eb t\u00eb duket m\u00eb e p\u00ebrshtatshme!<\/p>\n

Sepse p\u00ebrvoja tregon se f\u00ebmij\u00ebt q\u00eb kan\u00eb ndjekur m\u00ebsimin plot\u00ebsues shqip,e flasin rrjedhsh\u00ebm shqipen,e njohin bukur historin\u00eb dhe kultur\u00ebn shqiptare,si dhe jan\u00eb t\u00eb suksessh\u00ebm edhe n\u00eb l\u00ebnd\u00ebt tjera m\u00ebsimore n\u00eb gjuh\u00ebn e vendit ku jetojn\u00eb. Pra ne shqiptar\u00ebt n\u00eb m\u00ebrgim l\u00ebm\u00eb gjurm\u00eb jete n\u00eb vende t\u00eb huaja. N\u00ebse jemi treguar edukator t\u00eb mir\u00eb atdhetar\u00eb t\u00eb mir\u00eb, edhe gjurm\u00ebt do t\u00eb i l\u00ebm\u00eb t\u00eb mira, ana tjet\u00ebr \u00e7on drejt asimilimit gjuh\u00ebsor, rr\u00ebnimit kulturor\u00eb e gjuh\u00ebsor dhe l\u00ebn\u00eb gjurm\u00eb t\u00eb k\u00ebqija n\u00eb vendin e huaj, por pasojat dhe \u00e7mimet e hara\u00e7it do t\u00eb paguaj f\u00ebmija-prindi.<\/p>\n

Hulumtimet d\u00ebshmojn\u00eb se f\u00ebmij\u00ebt dygjuh\u00ebsor\u00eb q\u00eb kan\u00eb m\u00ebsuar t\u00eb lexojn\u00eb e t\u00eb shkruajn\u00eb n\u00eb gjuh\u00ebn amtare e kan\u00eb m\u00eb leht\u00eb ta zhvillojn\u00eb dhe ta ruajn\u00eb gjuh\u00ebn amtare.<\/p>\n

M\u00eb s\u00eb miri do t\u00eb ishte n\u00ebse f\u00ebmij\u00ebt s\u00eb pari m\u00ebsojn\u00eb t\u00eb lexojn\u00eb e t\u00eb shkruajn\u00eb n\u00eb at\u00eb gjuh\u00eb q\u00eb ata e zotojn\u00eb m\u00eb s\u00eb miri, dhe kjo p\u00ebr shumic\u00ebn e f\u00ebmij\u00ebve \u00ebsht\u00eb gjuha amtare. Aft\u00ebsia e leximit dhe e shkrimit n\u00eb nj\u00eb gjuh\u00eb respektivisht n\u00eb gjuh\u00ebn amtare, e leht\u00ebson m\u00eb von\u00eb m\u00ebsimin duke lexuar n\u00eb gjuh\u00eb tjera pra ka efekte pozitive gjuha amtare ne pun\u00ebn e m\u00ebvonshme t\u00eb f\u00ebmija n\u00eb shkoll\u00eb.<\/p>\n

F\u00ebmij\u00ebt mund t\u00eb m\u00ebsojn\u00eb, nj\u00ebkoh\u00ebsisht, shkrim dhe lexim n\u00eb gjuh\u00ebn amtare dhe gjuh\u00ebn e vendit ku jetojn\u00eb.<\/p>\n

Por duhet t\u00eb dim\u00eb se shum\u00eb f\u00ebmij\u00eb m\u00ebrgimtar i kan\u00eb mund\u00ebsit\u00eb shum\u00eb t\u00eb kufizuara p\u00ebr ta zhvilluar gjuh\u00ebn e tyre amtare. Shumica e tyre, para s\u00eb gjithash, n\u00eb sht\u00ebpi e d\u00ebgjojn\u00eb dhe e p\u00ebrdorin gjuh\u00ebn amtare pak\u00ebz. Por, k\u00ebrkohet m\u00eb shum\u00eb nga prind\u00ebrit q\u00eb s\u00eb bashku me parashkolloren dhe shkoll\u00ebn, t\u00b4i zgjerojn\u00eb kontaktet e f\u00ebmij\u00ebs me gjuh\u00ebn amtare. S\u00eb bashku duhet pra t\u00eb rriturit tu krijojn\u00eb mund\u00ebsi f\u00ebmij\u00ebve q\u00eb ta p\u00ebrdorin gjuh\u00ebn amtare, sa m\u00eb shum\u00eb q\u00eb \u00ebsht\u00eb e mundur, si n\u00eb familje ashtu edhe jasht\u00eb saj.<\/p>\n

Edhe biblioteka luan rol me r\u00ebnd\u00ebsi n\u00eb k\u00ebt\u00eb drejtim, biblioteka ofron libra t\u00eb p\u00ebrrallave n\u00eb gjuh\u00eb t\u00eb ndryshme amtare.<\/p>\n

Nj\u00eb baz\u00eb e mir\u00eb p\u00ebr zhvillimin e gjuh\u00ebs s\u00eb f\u00ebmij\u00ebs \u00ebsht\u00eb bashk\u00ebpunimi i mir\u00eb n\u00eb mes parashkollores dhe shkoll\u00ebs si dhe prind\u00ebrve. Parashkollorja dhe shkolla kan\u00eb nj\u00eb p\u00ebrgjegj\u00ebsi t\u00eb madhe p\u00ebr zhvillimin e gjuh\u00ebs s\u00eb f\u00ebmij\u00ebs, por, prind\u00ebrit munden, po ashtu, t\u00eb ndihmojn\u00eb n\u00eb m\u00ebnyra t\u00eb ndryshme. Para s\u00eb gjithash, duke inkurajuar f\u00ebmij\u00ebn n\u00eb m\u00ebnyra t\u00eb ndryshme n\u00eb pun\u00ebn shkollore.<\/p>\n

Hulumtimet d\u00ebshmojn\u00eb se f\u00ebmij\u00ebt dygjuh\u00ebsor\u00eb q\u00eb kan\u00eb m\u00ebsuar t\u00eb lexojn\u00eb e t\u00eb shkruajn\u00eb n\u00eb gjuh\u00ebn amtare e kan\u00eb m\u00eb leht\u00eb ta zhvillojn\u00eb dhe ta ruajn\u00eb gjuh\u00ebn amtare.<\/p>\n

M\u00eb s\u00eb miri do t\u00eb ishte n\u00ebse f\u00ebmij\u00ebt s\u00eb pari m\u00ebsojn\u00eb t\u00eb lexojn\u00eb e t\u00eb shkruajn\u00eb n\u00eb at\u00eb gjuh\u00eb q\u00eb ata e zotojn\u00eb m\u00eb s\u00eb miri, dhe kjo p\u00ebr shumic\u00ebn e f\u00ebmij\u00ebve \u00ebsht\u00eb gjuha amtare. Aft\u00ebsia e leximit dhe e shkrimit n\u00eb nj\u00eb gjuh\u00eb, e leht\u00ebson m\u00eb von\u00eb m\u00ebsimin duke lexuar n\u00eb gjuh\u00eb tjera.<\/p>\n

F\u00ebmij\u00ebt mund t\u00eb m\u00ebsojn\u00eb, nj\u00ebkoh\u00ebsisht, shkrim dhe lexim n\u00eb shum\u00eb gjuh\u00eb. N\u00eb l\u00ebnd\u00ebn shkollore, m\u00ebsimi i gjuh\u00ebs amtare, ka mund\u00ebsi f\u00ebmija t\u00eb m\u00ebsoj\u00eb shkrim dhe lexim n\u00eb gjuh\u00ebn amtare. P.sh. duke shkruar let\u00ebr, duke lexuar libra dhe material tjet\u00ebr t\u00eb shkruar, mundet f\u00ebmija t\u00b4i zgjeroj\u00eb kontaktet edhe m\u00eb tutje me vendin e prejardhjes.<\/p>\n

Mir\u00ebpo ne nuk duhet t\u00eb rrim\u00eb duarkryq kur f\u00ebmija mund ta l\u00eb gjuh\u00ebn e n\u00ebn\u00ebs e te flas\u00eb gjuh\u00eb t\u00eb huaj, t\u00eb mos m\u00ebrzitet se \u00ebsht\u00eb apo jo shqiptar, dhe t\u00eb mos mendoj\u00eb kurr\u00eb p\u00ebr vendlindje. Kjo \u00ebsht\u00eb p\u00ebr tu rr\u00ebqethur, por shpresojm\u00eb se do te b\u00ebhet m\u00eb mir\u00eb, dhe se shqiptaret kudo qofshin nuk do e harrojn\u00eb kombin, gjuh\u00ebn, kultur\u00ebn, zakonet, doket, adetet dhe gjith\u00eb at\u00eb \u00e7ka \u00ebsht\u00eb shqiptare.<\/p>\n

\u00c7do shqiptar, e ka obligim komb\u00ebtar, moral e etik, q\u00eb f\u00ebmij\u00ebn e vet\u00eb ta edukoj\u00eb dhe ta ruaj\u00eb at\u00eb nga harresa e gjuh\u00ebs son\u00eb, dhe dinjitetit ton\u00eb.<\/p>\n

N\u00eb Suedi\u00a0 si gjuh\u00eb zyrtare p\u00ebrdoret gjuha suedeze. Por n\u00eb Suedi ka edhe shum\u00eb qytetar t\u00eb cil\u00ebt kan\u00eb nj\u00eb gjuh\u00eb tjet\u00ebr si gjuh\u00eb amtare. Ajo mund t\u00eb jet\u00eb finlandisht, arabisht, Tigrinja, shqipja apo ndonj\u00eb gj\u00eb tjet\u00ebr. Ata q\u00eb vijn\u00eb nga nj\u00eb vend tjet\u00ebr dhe t\u00eb jetojn\u00eb k\u00ebtu kan\u00eb t\u00eb drejt\u00ebn e arsimimit n\u00eb gjuh\u00ebn suedeze, por edhe ne gjuh\u00ebn amtare. Shumica e njer\u00ebzve q\u00eb kan\u00eb nj\u00eb gjuh\u00eb amtare, p\u00ebrve\u00e7 suedeze dhe jeton n\u00eb Suedi, gjithashtu mund t\u00eb ken\u00eb si l\u00ebnd\u00eb m\u00ebsimore edhe Gjuhen amtare e kjo \u00ebsht\u00eb e garantuar me ligj dhe se shteti e financon shteti. Ne Suedi ne baz\u00eb t\u00eb nj\u00eb statistike jo t\u00eb sakt\u00eb jetojn\u00eb mbi 60.000 shqiptar.
\nPse kaq shum\u00eb gjuh\u00eb?<\/strong>
\nPse ka kaq shum\u00eb fol\u00ebs vendas n\u00eb Suedi?
\nN\u00ebse ju p\u00ebrpiqeni t\u00eb num\u00ebroni t\u00eb gjitha gjuh\u00ebt q\u00eb fliten si gjuh\u00eb t\u00eb par\u00eb n\u00eb Suedi, ju merrni at\u00eb p\u00ebr rreth 200 gjuh\u00eb t\u00eb ndryshme.
\nT\u00eb gjith\u00eb duhet t\u00eb m\u00ebsojn\u00eb gjuh\u00ebn suedeze dhe nj\u00eb gjuh\u00eb tjet\u00ebr – T\u00eb gjith\u00eb ata q\u00eb shkojn\u00eb n\u00eb shkoll\u00eb m\u00ebsojn\u00eb n\u00eb gjuh\u00ebn suedeze. Kjo \u00ebsht\u00eb natyrisht p\u00ebr ata q\u00eb kan\u00eb gjuh\u00ebn suedeze si gjuh\u00eb amtare, por edhe si gjuh\u00eb t\u00eb par\u00eb apo q\u00eb kan\u00eb prind\u00ebr me nj\u00eb gjuh\u00eb amtare tjet\u00ebr suedeze.
\nN\u00ebse nj\u00eb f\u00ebmij\u00eb ose prind\u00ebrit e f\u00ebmij\u00ebs kan\u00eb nj\u00eb gjuh\u00eb amtare tjet\u00ebr jo suedeze, ata gjithashtu mund t\u00eb marrin m\u00ebsim n\u00eb at\u00eb gjuh\u00eb.<\/p>\n

Por jo gjithmon\u00eb dhe jo t\u00eb gjith\u00eb.<\/p>\n

Sepse duhet te jete nj\u00eb kuot\u00eb e numrit t\u00eb nx\u00ebn\u00ebsve p\u00ebr te m\u00ebsuar ne gjuhen amtare e ajo duhet te jete me se paku 5 nx\u00ebn\u00ebs ne at\u00eb shkolle.<\/p>\n

Si\u00e7 mund ta shikoni, f\u00ebmij\u00ebt gjithmon\u00eb kan\u00eb mund\u00ebsi t\u00eb m\u00ebsojn\u00eb n\u00eb gjuh\u00ebn e tyre amtare n\u00eb shkoll\u00eb, n\u00ebse ajo \u00ebsht\u00eb nj\u00eb nga gjuh\u00ebt e pakicave komb\u00ebtare. N\u00ebse keni ndonj\u00eb gjuh\u00eb tjet\u00ebr k\u00ebshtu q\u00eb ju t\u00eb merrni m\u00ebsim n\u00ebse ka nx\u00ebn\u00ebs t\u00eb tjer\u00eb aty pran\u00eb q\u00eb e duan at\u00eb.<\/p>\n

E pra, ka ligje p\u00ebr gj\u00ebra t\u00eb tilla.<\/p>\n

Ligjet jan\u00eb aprovuar n\u00eb parlament. N\u00eb ligj p\u00ebr gjuh\u00ebt q\u00eb ju mund t\u00eb m\u00ebsoni n\u00eb shkoll\u00eb \u00ebsht\u00eb rregullimi i detyruesh\u00ebm.<\/p>\n

M\u00ebsimi i q\u00ebllimsh\u00ebm i gjuh\u00ebs amtare<\/p>\n

Parlamenti ka vendosur q\u00eb t\u00eb gjith\u00eb nx\u00ebn\u00ebsit t\u00eb cil\u00ebt kan\u00eb nj\u00eb gjuh\u00eb amtare tjet\u00ebr, jo gjuh\u00ebn suedeze, mund t\u00eb m\u00ebsojn\u00eb gjuh\u00ebn e tyre n\u00eb shkoll\u00ebn fillore \u2013 dhe n\u00eb gjimnaz. N\u00eb k\u00ebt\u00eb rast Suedia p\u00ebrcjell Konvent\u00ebn p\u00ebr f\u00ebmij\u00eb t\u00eb Kombeve t\u00eb Bashkuara, \u201d Shtetet q\u00eb kane n\u00ebnshkruar marr\u00ebveshjen jan\u00eb t\u00eb pajtimit q\u00eb arsimimi i f\u00ebmij\u00ebs t\u00eb synoj\u00eb n\u00eb zhvillimin e respektit ndaj prind\u00ebrve t\u00eb tij, ndaj identitetit kulturor t\u00eb vet f\u00ebmij\u00ebs, ndaj gjuh\u00ebs dhe vlerave t\u00eb tij\u201d (Artikulli 29).<\/p>\n

L\u00ebnda ka karakter vullnetar dhe nx\u00ebn\u00ebsit duhet t\u00eb ken\u00eb \u201cnjohuri themelore\u201d n\u00eb gjuh\u00eb. Komunat jan\u00eb t\u00eb obliguara t\u00eb ofrojn\u00eb arsimim n\u00eb gjuh\u00ebn amtare sipas atyre dispozitave dhe kushteve q\u00eb jan\u00eb t\u00eb p\u00ebrcaktuara n\u00eb Rregulloren e shkoll\u00ebs fillore dhe t\u00eb gjimnazit. Ekz\u00adistojn\u00eb plan programe komb\u00ebtare, dhe notat e gjuh\u00ebs amtare kan\u00eb vler\u00eb kualifikimi t\u00eb nj\u00ebjt\u00eb sikurse notat n\u00eb l\u00ebnd\u00ebt e tjera, kur nx\u00ebn\u00ebsi b\u00ebn k\u00ebrkes\u00eb t\u00eb regjistrohet n\u00eb gjimnaz ose n\u00eb shkoll\u00eb t\u00eb lart\u00eb.<\/p>\n

P\u00ebrse duhet t\u00eb m\u00ebsohet gjuha amtare n\u00eb shkoll\u00eb?<\/strong><\/p>\n

Njohurit\u00eb n\u00eb gjuh\u00ebn amtare si dhe njohurit\u00eb p\u00ebr kultur\u00ebn e origjin\u00ebs japin parakushte q\u00eb t\u00eb arrihet nj\u00eb iden\u00adtitet pozitiv me disa kultura, gj\u00eb q\u00eb n\u00ebnkupton p\u00ebr nx\u00ebn\u00ebsin pjes\u00ebmarrje n\u00eb shoq\u00ebrin\u00eb shum\u00eb kulturore aty ku nx\u00ebn\u00ebsi jeton si dhe njohuri p\u00ebr kultur\u00ebn e origjin\u00ebs. Njohurit\u00eb e gjuh\u00ebs jan\u00eb \u00e7el\u00ebs p\u00ebr komunikim. Gjuha amtare mund\u00ebson kontaktet e af\u00ebrta brenda n\u00eb familje si dhe me an\u00ebtar t\u00eb farefisit q\u00eb jetojn\u00eb n\u00eb shtete t\u00eb tjera. N\u00eb nj\u00eb bot\u00eb gjithnj\u00eb e m\u00eb shum\u00eb t\u00eb nd\u00ebrkomb\u00ebtarizuar njohuria e disa gjuh\u00ebve \u00ebsht\u00eb nj\u00eb burim si p\u00ebr individin ashtu edhe p\u00ebr Suedin\u00eb. M\u00ebsimi ka p\u00ebr q\u00ebllim t\u00eb ndihmoj\u00eb nx\u00ebn\u00ebsin t\u00eb arrij\u00eb nj\u00eb aft\u00ebsi n\u00eb gjuh\u00ebn amtare e cila gj\u00eb mund\u00ebson p\u00ebrdorimin e saj edhe si i rritur gjat\u00eb vazhdimit t\u00eb studimeve si dhe gjat\u00eb ush\u00adtrimit t\u00eb profesionit n\u00eb<\/p>\n

Suedi ose n\u00eb shtete t\u00eb tjera. Gjuh\u00ebt jan\u00eb vegla q\u00eb sh\u00ebrbejn\u00eb p\u00ebr t\u00eb zhvilluar njohurit\u00eb. N\u00ebse nx\u00ebn\u00ebsit i lejo\u00adhet t\u00eb p\u00ebrdor gjuh\u00ebt e ndryshme n\u00eb shkoll\u00eb, at\u00ebher\u00eb mund\u00ebsit\u00eb e nx\u00ebn\u00ebsit jan\u00eb n\u00eb rritje e sip\u00ebr p\u00ebr t\u00eb arritur njohuri t\u00eb reja n\u00eb l\u00ebnd\u00eb t\u00eb ndryshme.<\/p>\n

Shkolla do t\u00eb b\u00ebhet gjithnj\u00eb m\u00eb e mir\u00eb<\/strong><\/p>\n

Qeveria ka vendosur t\u00eb investoj\u00eb mjete plot\u00ebsuese p\u00ebr t\u00eb ndihmuar komunat dhe shkollat<\/p>\n

q\u00eb t\u00eb jen\u00eb m\u00eb t\u00eb mira n\u00eb rastet kur kan\u00eb t\u00eb b\u00ebjn\u00eb me nx\u00ebn\u00ebs q\u00eb flasin disa gjuh\u00eb si dhe<\/p>\n

t\u00eb plot\u00ebsohen nevojat e tyre t\u00eb ndryshme. T\u00eb gjith\u00eb nx\u00ebn\u00ebsit kan\u00eb t\u00eb drejt\u00ebn e<\/p>\n

parakushteve t\u00eb barabarta p\u00ebr t\u00eb arritur q\u00ebllimin e dituris\u00eb n\u00eb shkoll\u00ebn fillore dhe t\u00eb<\/p>\n

vazhdojn\u00eb studimet n\u00eb gjimnaz.<\/p>\n

Me porosi nga qeveria, Organi shtet\u00ebror p\u00ebr zhvillimin e shkoll\u00ebs ka p\u00ebrpiluar nj\u00eb plan se si k\u00ebto mjete t\u00eb p\u00ebrdor\u00ebn n\u00eb kontribute dhe p\u00ebrkrahje t\u00eb ndryshme:<\/p>\n

*Drejtor\u00ebve t\u00eb shkollave u \u00ebsht\u00eb ofruar kualifikim n\u00eb qeshjet q\u00eb kan\u00eb t\u00eb b\u00ebjn\u00eb me<\/p>\n

shum\u00ebgjuh\u00ebshin dhe q\u00ebndrimin e tyre n\u00eb lidhje me takimin me kultura t\u00eb ndryshme dhe<\/p>\n

bashk\u00ebpunimin shkolle \u2013 sht\u00ebpi,<\/p>\n

*Arsimtar\u00ebt suedisht fol\u00ebs t\u00eb cil\u00ebt japin m\u00ebsim n\u00eb l\u00ebnd\u00eb t\u00eb ndryshme nx\u00ebn\u00ebsve q\u00eb flasin<\/p>\n

disa gjuh\u00eb, shkollohen p\u00ebr ti m\u00ebsuar m\u00eb mir\u00eb nx\u00ebn\u00ebsit me suedishten si gjuhe t\u00eb dyt\u00eb,<\/p>\n

*Arsimtar\u00ebve t\u00eb gjuh\u00ebs amtare ju ofrohet shkollim p\u00ebr tu aft\u00ebsuar m\u00eb mir\u00eb q\u00eb t\u00eb japin<\/p>\n

udh\u00ebzime studimi n\u00eb l\u00ebnd\u00eb t\u00eb ndryshme, si dhe p\u00ebr tu aft\u00ebsuar p\u00ebr m\u00ebsimin n\u00eb gjuh\u00ebn<\/p>\n

amtare,<\/p>\n

*Komunat marrin ndihma ekonomike p\u00ebr t\u00eb pun\u00ebsuar nj\u00eb num\u00ebr personash suplementar<\/p>\n

n\u00eb ato shkolla t\u00eb cilat kan\u00eb nevoj\u00eb p\u00ebr nj\u00eb num\u00ebr m\u00eb t\u00eb madh t\u00eb personelit,<\/p>\n

*komunat marrin mb\u00ebshtetje p\u00ebr t\u00eb zhvilluar metoda bashkohore p\u00ebr t\u00eb shfryt\u00ebzuar m\u00eb<\/p>\n

mir\u00eb p\u00ebrvoj\u00ebn e prind\u00ebrve p\u00ebr t\u00eb p\u00ebrkrahur f\u00ebmij\u00ebt e tyre n\u00eb zhvillimin e identitetit dhe<\/p>\n

dituris\u00eb s\u00eb tyre,<\/p>\n

*Nx\u00ebn\u00ebsit q\u00eb flasin disa gjuh\u00eb duhet t\u00eb nxiten p\u00ebr t\u00eb fituar aft\u00ebsi dhe d\u00ebshir\u00eb t\u00eb<\/p>\n

vazhdojn\u00eb studimet edhe pas gjimnazit.<\/p>\n

Prind\u00ebrit t\u00eb cil\u00ebt duan t\u00eb din se n\u00eb cil\u00ebn gjuh\u00eb t\u00eb flasin me f\u00ebmij\u00ebt e vet dhe se<\/p>\n

\u00e7ka t\u00eb b\u00ebjn\u00eb n\u00ebse ekzistojn\u00eb gjuh\u00eb t\u00eb ndryshme n\u00eb familje, n\u00ebse f\u00ebmija duhet t\u00eb<\/p>\n

ket\u00eb mb\u00ebshtetje ne gjuh\u00ebn amtare n\u00eb institucionin parashkollor, n\u00eb rast se f\u00ebmija<\/p>\n

duhet t\u00eb marr\u00eb pjes\u00eb n\u00eb m\u00ebsimin e gjuh\u00ebs amtare ne shkolle dhe se si mund t\u00eb<\/p>\n

japin p\u00ebrkrahje n\u00eb zhvillimin e gjuh\u00ebs suedeze te f\u00ebmija?<\/p>\n

P\u00ebrgjigjen n\u00eb pyetjet e tyre do t\u00eb gjenden n\u00eb librez\u00ebn(broshur\u00ebn)\u201dDy gjuh\u00eb ose m\u00eb shume?<\/p>\n

K\u00ebshilla p\u00ebr familje me disa gjuh\u00eb. Materiali ekziston n\u00eb gjuh\u00ebn suedeze dhe 16 gjuh\u00eb tjera<\/p>\n

dhe bazohet n\u00eb p\u00ebrvojat e shum\u00eb familjeve q\u00eb flasin disa gjuh\u00eb.<\/p>\n

Ky material \u00ebsht\u00eb p\u00ebrpunuar nga Instituti p\u00ebr studime gjuh\u00ebsore n\u00eb Rinkeby dhe \u00ebsht\u00eb<\/p>\n

botuar n\u00eb bashk\u00ebpunim me Organin shtet\u00ebror p\u00ebr zhvillimin e shkoll\u00ebs.<\/p>\n

Institucioni parashkollor dhe f\u00ebmij\u00ebt q\u00eb flasin disa gjuh\u00eb<\/p>\n

N\u00eb planin m\u00ebsimor q\u00eb \u00ebsht\u00eb si baz\u00eb p\u00ebr veprimtarin\u00eb n\u00eb institucionet parashkollore shkruhet:\u201dInstitucioni parashkollor synon q\u00eb \u00e7do f\u00ebmij\u00eb q\u00eb ka nj\u00eb gjuh\u00eb tjet\u00ebr amtare, jo gjuh\u00ebn suedeze, duhet t\u00eb zhvilloj\u00eb identitetin e vet kulturor si dhe aft\u00ebsin\u00eb e vet p\u00ebr t\u00eb komunikuar si n\u00eb gjuh\u00ebn amtare gjithashtu edhe gjuh\u00ebn suedeze .\u201d<\/p>\n

Zhvillimi i gjuh\u00ebs dhe i identitetit p\u00ebrshtaten nj\u00ebri me tjetrin. T\u00eb gjith\u00eb f\u00ebmij\u00ebt kan\u00eb k\u00ebnaq\u00ebsi t\u00eb takohen me gjuh\u00eb t\u00eb ndryshme, n\u00eb k\u00ebt\u00eb m\u00ebnyr\u00eb ata kan\u00eb mund\u00ebsit\u00eb dep\u00ebrtojn\u00eb n\u00eb kultura t\u00eb ndryshme.<\/p>\n

N\u00eb disa biblioteka gjenden libra p\u00ebr f\u00ebmij\u00eb dhe incizime me z\u00eb edhe n\u00eb gjuh\u00eb t\u00eb tjera p\u00ebrve\u00e7 gjuh\u00ebs suedeze,t\u00eb cilat mund t\u00eb huazohen n\u00eb sht\u00ebpi.<\/p>\n

Organi shtet\u00ebror \u00ebsht\u00eb duke hulumtuar se cilat materiale jan\u00eb t\u00eb<\/p>\n

p\u00ebrshtatshme posa\u00e7\u00ebrisht p\u00ebr veprimtari me disa gjuh\u00eb n\u00eb institucionet parashkollore si dhe p\u00ebr lexime z\u00eb t\u00eb lart\u00eb n\u00eb sht\u00ebpi. Informata p\u00ebr k\u00ebt\u00eb lloj t\u00eb materialit do t\u00eb gjendet n\u00eb Organin shtet\u00ebror p\u00ebr zhvillimin e shkoll\u00ebs gjat\u00eb vjesht\u00ebs 2006 n\u00eb portalin Tema Modersm\u00e5l (www.modersmal.net<\/a>) Por ky organ ne shqip as p\u00ebr se af\u00ebrmi nuk i plot\u00ebson nevojat e f\u00ebmij\u00ebve sikurse ne gjuhet tjera sepse \u00ebsht\u00eb m\u00eb shum\u00eb jo profesional dhe politik e jo shkollor e pedagogjik si \u00e7do portal tjet\u00ebr shkollor ne gjuhe te ndryshme.<\/p>\n

Trego nj\u00eb p\u00ebrrall\u00eb! Tregoje edhe nj\u00eb her\u00eb!<\/p>\n

F\u00ebmij\u00ebt d\u00ebshirojn\u00eb t\u00eb d\u00ebgjojn\u00eb tregime. Shumic\u00ebs s\u00eb f\u00ebmij\u00ebve ju p\u00eblqen posa\u00e7\u00ebrisht t\u00eb d\u00ebgjojn\u00eb tregime p\u00ebr vet\u00adveten, sidomos kur kan\u00eb qen\u00eb mjaft t\u00eb vegj\u00ebl. Tregimet tjera me r\u00ebnd\u00ebsi kan\u00eb t\u00eb b\u00ebjn\u00eb me n\u00ebn\u00ebn dhe babin kur ata kan\u00eb qen\u00eb f\u00ebmij\u00eb dhe \u00e7ka ka ndodh\u00eb at\u00ebher\u00eb, si kan\u00eb luajtur dhe \u00e7far\u00eb \u00e7apk\u00ebn\u00ebri kan\u00eb b\u00ebr\u00eb ata. T\u00eb bisedoj\u00eb p\u00ebr nj\u00eb koh\u00eb n\u00eb qet\u00ebsi duke treguar vet\u00eb se \u00e7ka ka ndodhur, mund t\u00eb jet\u00eb p\u00ebr nj\u00eb f\u00ebmij\u00eb nj\u00eb m\u00ebnyr\u00eb e mir\u00eb p\u00ebr t\u00eb p\u00ebrpunuar ngjarjet e dit\u00ebs.<\/p>\n

F\u00ebmij\u00ebt t\u00eb cil\u00ebt kan\u00eb mund\u00ebsi t\u00eb d\u00ebgjojn\u00eb tregimet e gjysheve dhe gjysheve dhe p\u00ebrrallat nga f\u00ebmij\u00ebria e tyre jan\u00eb fatlum. T\u00eb marr\u00eb pjes\u00eb n\u00eb t\u00eb ashtuquajturin rr\u00ebfim gojor t\u00eb tradit\u00ebs n\u00eb familje ka r\u00ebnd\u00ebsi t\u00eb madhe p\u00ebr zhvil\u00adlimin e identitetit t\u00eb f\u00ebmij\u00ebs. F\u00ebmij\u00ebt kan\u00eb d\u00ebshir\u00eb q\u00eb t\u00eb rriturit t\u00eb lexojn\u00eb p\u00ebr ta. Ekziston nj\u00eb munges\u00eb e madhe e librave n\u00eb Suedi n\u00eb gjuh\u00eb t\u00eb ndryshme edhe pse nj\u00eb num\u00ebr i bibliotekave po b\u00ebjn\u00eb p\u00ebrpjekje ti blejn\u00eb k\u00ebto libra. Mir\u00ebpo, ndonj\u00eb her\u00eb kryhet \u201cleximi n\u00eb gjuh\u00ebn amtare\u201d k\u00ebshtu q\u00eb i rrituri e p\u00ebrkthen tekstin n\u00eb shpejt\u00ebsi p\u00ebrderisa s\u00eb bashku shikohen fotografit\u00eb ose vizatimet n\u00eb nj\u00eb lib\u00ebr t\u00eb shkruar n\u00eb gjuh\u00ebn suedeze. Mir\u00ebpo f\u00ebmij\u00ebt mund t\u00eb jen\u00eb jasht\u00ebzakonisht t\u00eb p\u00ebrpikt\u00eb q\u00eb p\u00ebrralla t\u00eb jet\u00eb e nj\u00ebjt\u00eb \u00e7do her\u00eb dit\u00eb pas dite. At\u00ebher\u00eb duhet kujtuar se \u00e7ka ke treguar m\u00eb par\u00eb!<\/p>\n

Familjet shum\u00eb gjuh\u00ebsore ndryshojn\u00eb nga nj\u00ebra tjetra<\/strong><\/p>\n

Familjet mund t\u00eb jen\u00eb dy apo shum\u00eb gjuh\u00ebsore n\u00eb m\u00ebnyra t\u00eb ndryshme. T\u00eb dy prind\u00ebrit mund ta ken\u00eb nj\u00eb gjuh\u00eb t\u00eb p\u00ebrbashk\u00ebt amtare, q\u00eb nuk \u00ebsht\u00eb suedishtja, p.sh. somalisht. Nj\u00ebri nga prind\u00ebrit mund ta ket\u00eb pre\u00adjardhjen nga nj\u00eb vend ku e flasin nj\u00ebr\u00ebn gjuh\u00eb n\u00eb sht\u00ebpi dhe nj\u00eb gjuh\u00eb tjet\u00ebr n\u00eb shkoll\u00eb, p.sh. kurde n\u00eb sht\u00ebpi dhe turqisht n\u00eb shkoll\u00eb. Ndoshta prind\u00ebrit nuk e kan\u00eb t\u00eb nj\u00ebjt\u00ebn gjuh\u00eb amtare ashtu q\u00eb f\u00ebmija q\u00eb nga fillimi d\u00ebgjon dy apo tre gjuh\u00eb, n\u00eb sht\u00ebpi, p.sh. nj\u00eb familje ku babai e flet arabishten kurse n\u00ebna finlandishten, kurse prind\u00ebrit, ndoshta, p\u00ebrdorin nj\u00eb gjuh\u00eb tjet\u00ebr, p\u00ebr t\u00eb biseduar me nj\u00ebri tjetrin, p.sh. anglishten. T\u00eb gjitha familjet nuk p\u00ebrb\u00ebhen nga \u201dn\u00ebna-babai-f\u00ebmij\u00ebt\u201d, por, edhe nga t\u00eb moshuarit e farefisit, t\u00eb cil\u00ebt luajn\u00eb nj\u00eb rol aktiv n\u00eb edukimin e f\u00ebmij\u00ebve, dhe ata, ndoshta, pa\u00adsurojn\u00eb edhe m\u00eb shum\u00eb bot\u00ebn e gjuh\u00ebve t\u00eb f\u00ebmij\u00ebs, edhe me nj\u00eb gjuh\u00eb tjet\u00ebr. Edhe prind\u00ebrit vetmitar, ndon\u00adj\u00ebher\u00eb, mund t\u00eb zgjedhin t\u00eb investojn\u00eb n\u00eb dygjuh\u00ebsin\u00eb.<\/p>\n

F\u00ebmija, t\u00eb cilit i drejtohesh n\u00eb gjuh\u00ebn amtare d\u00ebgjon shum\u00eb fjal\u00eb. Shumic\u00ebn e atyre fjal\u00ebve ai i njeh dhe i kupton. Ai e kupton se gjyshja dhe gjyshi gjenden n\u00eb banes\u00eb edhe pse ai nuk i shef ata. Ai \u00ebsht\u00eb i g\u00ebzuar se do t\u00eb fitoj\u00eb akullore. Ai m\u00ebson se si t\u00eb formuloj nj\u00eb k\u00ebrkes\u00eb, si b\u00ebhet nj\u00eb pohim dhe si b\u00ebhet nd\u00ebrtimi i nj\u00eb pyetje n\u00eb gjuh\u00ebn amtare.<\/p>\n

N\u00eb k\u00ebt\u00eb m\u00ebnyr\u00eb ne m\u00ebsojm\u00eb rregullat gramatikore kur jemi f\u00ebmij\u00eb. F\u00ebmija d\u00ebgjon, p\u00ebrs\u00ebrit\u00eb<\/p>\n

dhe s\u00eb shpejti fillon t\u00eb nd\u00ebrtoj fjalit\u00eb e veta si dhe shpreh\u00eb mendimet dhe d\u00ebshirat e veta.<\/p>\n

K\u00ebto njohuri f\u00ebmija mund ti p\u00ebrkthej\u00eb p\u00ebr rrethanat e gjuh\u00ebs suedeze kur ai ka m\u00ebsuar fjal\u00eb<\/p>\n

suedeze dhe se tani ka nevoj\u00eb t\u00eb formoj strukturat gramatikore p\u00ebrkat\u00ebse n\u00eb gjuh\u00ebn suedeze.<\/p>\n

Viteve 2000-ta ne n\u00eb Suedi flasim shum\u00eb gjuh\u00eb. Shum\u00eb f\u00ebmij\u00eb rriten n\u00eb nj\u00eb familje q\u00eb<\/p>\n

p\u00ebrdor\u00eb disa gjuh\u00eb. N\u00eb institucione parashkollore dhe shkolla f\u00ebmij\u00ebt dhe t\u00eb rriturit ndeshen<\/p>\n

me shum\u00eb gjuh\u00eb. Si institucioni parashkollor ashtu edhe shkolla mbrojn\u00eb shum\u00eb gjuh\u00ebsin\u00eb e<\/p>\n

f\u00ebmij\u00ebve dhe t\u00eb rinjve dhe kjo ka nj\u00eb dometh\u00ebnie vendimtare p\u00ebr identitetin dhe zhvillimin e<\/p>\n

njohurive t\u00eb tyre. Ne mund t\u00eb m\u00ebsojm\u00eb nj\u00eb gjuh\u00eb t\u00eb re pa pas pasoja p\u00ebr nj\u00eb gjuh\u00eb tjet\u00ebr.<\/p>\n

Njohurit e gjuh\u00ebs amtare t\u00eb nx\u00ebn\u00ebsit shum\u00eb gjuh\u00ebsor nuk do t\u00eb vihen kund\u00ebr njohurive t\u00eb<\/p>\n

gjuh\u00ebs suedeze shumic\u00eb. P\u00ebrkundrazi Gjuha lind\u00eb gjuh\u00eb! Ato koncepte(kuptime) p\u00ebr t\u00eb cilat<\/p>\n

kemi fjal\u00eb n\u00eb nj\u00eb gjuh\u00eb se shpejti mund ti marr\u00eb me vete kur kemi m\u00ebsuar si quhen ato n\u00eb nj\u00eb<\/p>\n

gjuh\u00eb t\u00eb re. P\u00ebr t\u00eb p\u00ebrkthyer vet\u00ebm nj\u00eb koncept t\u00eb njohur \u00ebsht\u00eb zgjidhja m\u00eb e thjesht\u00eb, n\u00eb<\/p>\n

krahasim me at\u00eb n\u00ebse ne duhet t\u00eb gjejm\u00eb njohuri t\u00eb reja, kur shpjegimet skjarohen me ato fjal\u00eb<\/p>\n

q\u00eb ne nuk i njohim. Ne t\u00eb rriturit-prind\u00ebrit, m\u00ebsuesit, hulumtuesit (studiuesit), krijuesit e<\/p>\n

opinionit dhe \u00a0marr\u00ebsit-vendosim se cilat mund\u00ebsi do ti ken\u00eb f\u00ebmij\u00ebt dhe rinia t\u00eb cil\u00ebt<\/p>\n

jan\u00eb shum\u00eb gjuh\u00ebsor p\u00ebr t\u00eb zhvilluar njohuri me an\u00eb t\u00eb ndihm\u00ebs reciproke t\u00eb gjuh\u00ebve t\u00eb<\/p>\n

ndryshme. Ja kjo i ngjan situat\u00ebs s\u00eb f\u00ebmij\u00ebs q\u00eb flet m\u00eb shum\u00eb se nj\u00eb gjuh\u00eb. T\u00eb p\u00ebrdor\u00ebsh te dy gjuh\u00ebt do t\u00eb thot\u00eb m\u00eb tep\u00ebr dimensione dhe mund\u00ebsi t\u00eb thelluara p\u00ebr zhvillimin e njohurive. Mir\u00ebpo f\u00ebmij\u00ebt q\u00eb flasin m\u00eb shum\u00eb gjuh\u00eb nuk e kan\u00eb gjithmon\u00eb t\u00eb leht\u00eb n\u00eb shkoll\u00ebn suedeze. Edhe pse shumica e p\u00ebrballojn\u00eb mir\u00eb, ekzistojn\u00eb t\u00eb tjer\u00eb q\u00eb nuk ia arrijn\u00eb q\u00ebllimit t\u00eb dituris\u00eb.<\/p>\n

Ekzistojn\u00eb disa arsye q\u00eb bashk\u00ebveprojn\u00eb n\u00eb k\u00ebt\u00eb. Nj\u00eb arsye \u00ebsht\u00eb q\u00eb m\u00ebsimi i gjuh\u00ebs amtare si<\/p>\n

dhe n\u00eb gjuh\u00ebn amtare \u00ebsht\u00eb zvog\u00ebluar n\u00eb t\u00eb gjitha nivelet shkollore gjat\u00eb k\u00ebtyre 10-15 viteve t\u00eb fundit. N\u00eb institucionet parashkollore ka qen\u00eb e njohur nga p\u00ebrvoja se ndihmesa e hershme gjuh\u00ebsore dhe mb\u00ebshtetja sa i p\u00ebrket identitetit jan\u00eb posa\u00e7\u00ebrisht t\u00eb r\u00ebnd\u00ebsishme n\u00eb k\u00ebt\u00eb mosh\u00eb t\u00eb re. Mir\u00ebpo komunat kan\u00eb pasur nevoj\u00eb t\u00eb kursejn\u00eb para. Shumica e komunave kan\u00eb hartuar orarin e m\u00ebsimit n\u00eb at\u00eb m\u00ebnyr\u00eb q\u00eb pjesa e m\u00ebsimit t\u00eb gjuh\u00ebs amtare mbahet n\u00eb fund t\u00eb pasdites. Kjo ndikon q\u00eb m\u00eb pak nx\u00ebn\u00ebs t\u00eb zgjedhin t\u00eb m\u00ebsojn\u00eb gjuh\u00ebn e tyre amtare. Kur m\u00ebsimi i gjuh\u00ebs amtare mbahet n\u00eb nj\u00eb koh\u00eb kur nx\u00ebn\u00ebsit dhe m\u00ebsuesit tjer\u00eb kan\u00eb mbaruar m\u00ebsimet shkolle humb\u00eb mund\u00ebsit p\u00ebr t\u00eb shfryt\u00ebzuar kompetencat shum\u00eb kulturore q\u00eb kan\u00eb arsimtar\u00ebt e gjuh\u00ebs amtare. Don\u00eb t\u00eb thot\u00eb se njohurit p\u00ebr situat\u00ebn e nx\u00ebn\u00ebsve q\u00eb u p\u00ebrkasin disa kulturave zvog\u00eblohen dhe arsimtaret suedez kan\u00eb parakushte te dob\u00ebta p\u00ebr tu ballafaquar me k\u00ebrkesat e k\u00ebtyre nx\u00ebn\u00ebsve. E k\u00ebtu faj \u00ebsht\u00eb edhe i yni p\u00ebr arsye se ne kemi m\u00ebsues jo t\u00eb kualifikuar t\u00eb cil\u00ebt punojn\u00eb me f\u00ebmij\u00ebt tan\u00eb n\u00eb shkollat e k\u00ebtushme e kjo \u00ebsht\u00eb e mete e jona, prind\u00ebrve tan\u00eb, organeve tona p\u00ebrkat\u00ebse nga vendlindja.<\/p>\n

Me duhet t\u00eb ceku k\u00ebtu se bashk\u00ebpunimi mes organeve kompetente nga Shqip\u00ebria dhe nga Kosova kan\u00eb b\u00ebre shume pak n\u00eb k\u00ebt\u00eb drejtim n\u00eb ndihm\u00eb m\u00ebsimit t\u00eb Gjuh\u00ebs amtare n\u00eb Diaspor\u00eb. Ministrit\u00eb e arsimit jan\u00eb shum\u00eb pak t\u00eb angazhuara n\u00eb k\u00ebt\u00eb drejtim sidomos ajo nga republika e Shqip\u00ebris\u00eb.<\/p>\n

Pra duhet nj\u00eb angazhim dhe nj\u00eb p\u00ebrkrahje m\u00eb e madhe pun\u00ebs s\u00eb m\u00ebsimit t\u00eb gjuh\u00ebs amtare n\u00eb diaspor\u00eb nga Shqip\u00ebria dhe Kosova respektivisht nga Ministrit\u00eb e arsimit.<\/p>\n

Kam mendimin se pun\u00ebtor\u00ebt e arsimit n\u00eb t\u00eb gjitha vendet evropiane duhet t\u00eb ndalen dhe t\u00eb zhvillojn\u00eb kontakte me koleget e tyre nga Mbret\u00ebria suedeze n\u00eb m\u00ebnyr\u00eb q\u00eb t\u00eb shikohet mund\u00ebsia e aplikimit t\u00eb rregullave t\u00eb k\u00ebtij vendi edhe n\u00eb vendet tjera t\u00eb bashkimit Evropian kur \u00ebsht\u00eb fjala tek m\u00ebsimi i gjuh\u00ebs amtare n\u00eb diaspor\u00eb.<\/p>\n","protected":false},"excerpt":{"rendered":"

Sokol Demaku \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 GJUHA AMTARE N\u00cb DIASPOR\u00cb N\u00eb dit\u00ebt bashk\u00ebkohore ne jemi d\u00ebshmitar\u00eb t\u00eb asaj se tek shum\u00eb f\u00ebmij\u00eb, t\u00eb rijn\u00eb dhe t\u00eb reja shqiptare n\u00eb vendet per\u00ebndimore gjuha amtare ka kaluar n\u00eb gjuh\u00eb t\u00eb dor\u00ebs s\u00eb dyt\u00eb. K\u00ebt\u00eb nuk \u00ebsht\u00eb fare v\u00ebshtir\u00eb njeriu ta kuptoj\u00eb, apo edhe ta p\u00ebrjetoj. K\u00ebt\u00eb mund ta kuptojm\u00eb m\u00eb […]<\/p>\n","protected":false},"author":3,"featured_media":2633,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[8],"tags":[],"class_list":["post-2632","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-opinione"],"_links":{"self":[{"href":"https:\/\/migjeni.se\/index.php\/wp-json\/wp\/v2\/posts\/2632","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/migjeni.se\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/migjeni.se\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/migjeni.se\/index.php\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/migjeni.se\/index.php\/wp-json\/wp\/v2\/comments?post=2632"}],"version-history":[{"count":0,"href":"https:\/\/migjeni.se\/index.php\/wp-json\/wp\/v2\/posts\/2632\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/migjeni.se\/index.php\/wp-json\/wp\/v2\/media\/2633"}],"wp:attachment":[{"href":"https:\/\/migjeni.se\/index.php\/wp-json\/wp\/v2\/media?parent=2632"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/migjeni.se\/index.php\/wp-json\/wp\/v2\/categories?post=2632"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/migjeni.se\/index.php\/wp-json\/wp\/v2\/tags?post=2632"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}