SummaryIn the introduction, the article outlines the context of the practical EFL teacher training at the Faculty of Arts in Ljubljana and provides the general rationale for this component of teacher education programs. e article then focuses on the results of an ongoing evaluation of the school-based teaching practice program for future EFL teachers (which included over 500 participants) from its inception to the present. e instruments used in the evaluation were questionnaires filled in by all the participating students and their mentors, and essay reports written by the students after each of the two obligatory practice weeks. e quantitative and qualitative data complement each other and confirm that school-based teaching practice is of key importance for shaping future language teachers. e large majority of students and mentors judge their practice teaching experience as positive. An active encounter with their future professional reality is also a major milestone in the students' process of professional identification. e study also points out some aspects of the school-based teaching practice which should be further developed. Unfortunately, as can be seen from the conclusion, the current promises / the reality of the Bologna reform do not provide much cause for optimism.Key words: school-based teaching practice, practical EFL teacher training, students, mentors Povzetek Članek uvodoma predstavi kontekst praktičnega usposabljanja učiteljev angleščine na Filozofski fakulteti v Ljubljani ter na splošno utemelji pomen te sestavine študijskih programov izobraževanja učiteljev. V nadaljevanju so predstavljeni rezultati evalvacije sistematičnega izvajanja pedagoške prakse za bodoče učitelje angleščine od njegove uvedbe dalje, s preko 500 udeleženci. Evalvacija je potekala v obliki vprašalnikov, ki so jih izpolnili vsi študentje in njihovi mentorji, ter prostih esejskih poročil študentov po vsakem od dveh tednov obvezne pedagoške prakse. Kvantitativni in kvalitativni podatki se medsebojno dopolnjujejo in potrjujejo izreden pomen praktičnega usposabljanja za oblikovanje bodočih učiteljev angleščine. Velika večina študentov in mentorjev svoje izkušnje namreč ocenjuje pozitivno, za študente pa je vodeno soočenje s poklicno realnostjo tudi ključen mejnik v procesu identifikacije s svojim bodočim poklicem. Evalvacija je pokazala tudi na nekatere vidike pedagoške prakse, ki bi jih kazalo v prihodnosti še razviti in izboljšati, vendar, kot je razvidno iz zaključka, 'bolonjski' obeti žal niso velik razlog za optimizem.Ključne besede: pedagoška praksa, praktično usposabljanje učiteljev angleščine, študentje, mentorji, evalvacija

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Summaryis article summarizes some of the findings of a large-scale study of the foreign language needs of economics students (Čepon 2007). It focuses on the rationale behind the lengthy period of disuse of general English (GE) during economics students' first year of undergraduate study. e article presents evidence for processes of GE attrition that slowly set in and are deemed to be particularly detrimental to economics. It is also important to determine exactly which language needs are essential for the future professional development of the economics graduates. It is hoped that this will spur foreign language policy renewal. Key words: business English, needs analysis, language attrition, language teaching, economics PovzetekPričujoči članek povzema določene ugotovitve iz večje raziskave, za potrebe katere smo opravili več vrst analiz potreb in tako pridobili podatke o jezikovnih potrebah študentov ekonomije. V prispevku navajamo rezultate iz raziskave o začetkih procesov pozabljanja tujega jezika pri študentih ekonomije, zato je poudarjena resnost slabega vpliva eno-/večletnega obdobja nerabe angleščine v 1. letniku, ko na fakulteti ni organiziranih predavanj iz tujega jezika. Članek se zaključi s priporočilom o uvedbi pouka tujega jezika že v 1. letnik, saj bi s tem omogočili prepotrebno stalnost v učenju tujega jezika.