APA 6th Edition Udier, S.L. (2016). Filološki pristup poučavanju hrvatskoga kao inoga jezika. Croatica, 40 (60), 139-152. Preuzeto s https://hrcak.srce.hr/174530
MLA 8th Edition Udier, Sanda Lucija. "Filološki pristup poučavanju hrvatskoga kao inoga jezika." Croatica, vol. 40, br. 60, 2016, str. 139-152. https://hrcak.srce.hr/174530. Citirano 19.10.2019.
Chicago 17th Edition Udier, Sanda Lucija. "Filološki pristup poučavanju hrvatskoga kao inoga jezika." Croatica 40, br. 60 (2016): 139-152. https://hrcak.srce.hr/174530
Harvard Udier, S.L. (2016). 'Filološki pristup poučavanju hrvatskoga kao inoga jezika', Croatica, 40(60), str. 139-152. Preuzeto s: https://hrcak.srce.hr/174530 (Datum pristupa: 19.10.2019.)
Vancouver Udier SL. Filološki pristup poučavanju hrvatskoga kao inoga jezika. Croatica [Internet]. 2016 [pristupljeno 19.10.2019.];40(60):139-152. Dostupno na: https://hrcak.srce.hr/174530
IEEE S.L. Udier, "Filološki pristup poučavanju hrvatskoga kao inoga jezika", Croatica, vol.40, br. 60, str. 139-152, 2016. [Online]. Dostupno na: https://hrcak.srce.hr/174530. [Citirano: 19.10.2019.]
Sažetak Teaching Croatian as a second language to philology majors from foreign universities holds a prominent place within the Croatian studies as a national philology because it takes Croatian studies beyond the national boundaries and makes its topics accessible to foreign scholars and experts. Croatian studies as a national philology in Croatia, either from the perspective of linguistic or language teaching group of courses, focuses on studying and teaching Croatian language from the perspective of native speakers (i.e. Croatian viewed as a first language). Furthermore, most scholarly research projects related to the Croatian studies rely mostly on a theoretical rather than applied research perspective. In spite of that, scholarly research projects realized as a part of the mentioned discipline serve as the most common and most important resource for teaching Croatian as a second language. This article aims to portray the implicit influence of Croatian studies as a national philology on teaching Croatian as a second language, at the same time influencing the formation of the so-called philological approach to Croatian language teaching that underpins teaching methods at Croaticum - Center for Croatian as a second and foreign language. The majority of contemporary approaches to second language teaching rely on applied linguistics (Ellis and Shintani 2014, Loewen 2015) and start from actual, communicative needs of students who are the target group for the mentioned second language learning program. In other words, contemporary approaches to second language teaching are mostly oriented towards creating conditions for facilitating everyday communication by using the language in question. In line with the mentioned tenet, they normally do not entail philological contents. In contrast, philological approach to teaching Croatian as a second language that is implemented at Croaticum and some other Croatian or Slavic studies abroad, entails and integrates philological and general cultural contents. In this way it contributes to the status of Croatian national philology within the contemporary international and interdisciplinary Croatian studies, Slavic studies, as well as, generally speaking, the humanities.