Izvorni znanstveni članak
https://doi.org/10.15516/cje.v19i0.2635
Mastering Croatian Standard Language in a Plurilingual School Environment
Dunja Pavličević-Franić
; Faculty of Teacher Education, University of Zagreb
Katarina Aladrovic Slovacek
; Faculty of Teacher Education, University of Zagreb
Sažetak
Multilingualism and multiculturalism are core factors underlying the language policy of the European Union. Even bilingual communication is considered as multilingualism since it contributes to the creation of a multilingual society. Hence, European speakers are expected to use at least two parallel language codes (mother tongue and one foreign language). However, most European educational documents (CEFRL, 2005) emphasize the triple multilingual formula according to which, in addition to the mother tongue, the knowledge of at least two other languages is recommended. Scientific research (Pavličević-Franić, 2011), confirms the fact that vertical correlation between two language codes within the same mother tongue most commonly occurs in Croatian primary school practice. Nevertheless, due to the introduction of a foreign language in the first grade of primary school, horizontal plurilingualism is increasingly being recognized, which leads to the creation of an interlanguage field. Such a communicational situation necessarily requires a new approach to the process of learning and teaching Croatian language because monolingual preschool children become plurilingual students. The aim of this research was to examine the influence of different language codes on the process of mastering the Croatian standard language, particularly on the development of communicative competence, as well as to determine the transfer of language elements within the interlanguage field. The statistical sample consists of students in junior grades of elementary school. The Test of communicative competence was conducted (Aladrović Slovaček, 2012). Results show that the existence of parallel language codes is not an obstacle, but an advantage in a plurilingual school environment and that such a situation will have a positive impact on the process of learning the Croatian standard language in the early language period.
Ključne riječi
horizontal multilingualism; interlanguage field; plurilingual communication; teaching Croatian in primary school; vertical multilingualism
Hrčak ID:
193800
URI
Datum izdavanja:
3.8.2017.
Posjeta: 1.145 *