IZLAGANJA U SEKCIJAMA I POSTERI / GENERAL AND POSTER SESSIONS Approaches to bilingual education in Croatia Considering contemporary interpretations of bilingualism and an overview of most common models of bilingual education in the world, bilingualism is discussed from sociolinguistic and intercultural perspectives. A review of actual models of bilingual education in Croatia is given, including models of education for pupils who are members of national minorities. In spite of the legislative orientation of Croatia as a multicultural country, where each citizen is entitled to basic human rights, regardless of his race, color of skin, sex, language, religion, political or any other belief, and orientation of educational policy towards the development of multilingual and intercultural competences, the approaches to bilingual education need to be improved. Available data (Ministry of Science, Education and Sports) show a tendency to increase the number of preschool children learning at least one foreign language in the regular program or short course programs. The demographic and cultural changes in Croatia, mostly caused by globalization processes, witness an increasing need for new approaches to bilingual education as well. When approaches to bilingual education are discussed in the framework of Croatian educational system, they are most commonly associated with models of education for members of national minorities, as one of these models includes bilingual classes. However, data show that a minority of schools provide bilingual education. A small number of schools which enrol pupils who are not members of national minorities but tend to become bilingual through education are evident as well. Considering the increasing interest of pupils for the development of language and communication competences, which is in the interest of the society as well, the main issue of this paper is to give an overview of current models of bilingual education in Croatia and to emphasize the need for further consideration of possible approaches to bilingual education in the context of Croatian educational system.
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Zrinka Jelaska i Dora Vuk Filozofski fakultet u Zagrebu
Nasljedni govornici i njihov hrvatski jezik – utjecaj jezične povijesti na pisanu proizvodnju Položaj materinskoga jezika u višejezičnosti pojedinca općenito, ali i hrvatskoga u različitim društvenim i jezičnim okolnostima, može se proučavati na različite načine. U ovomu se radu raščlanjuju neki odgovori nasljednih govornika hrvatskoga raspoređeni u pet tematski jedinica (podatci o meni, o majci, o ocu, o obitelji i položaju hrvatskoga tijekom života, osobito školovanja). Dobiveni su opširnom anketom koju je ispunilo 40 ispitanika, po deset srednjoškolaca i studenata iz Austrije i Mađarske. Raščlanjeni se odgovori uspoređuju s tipičnim inojezičnim razvojem, a potom se raščlanjuju pisani tekstovi ispitanika kojim su opisivali isti strip. Jezična se građa raščlanjuje prema nekoliko obilježja, kvantitativno (duljina teksta, leksička složenost, sintaktička složenost) i kvalitativno (odabir riječi, točka gledišta). Obilježja pisane građe promatraju se u odnosu na podatke dobivene upitnikom. Među pojedinim radovima u sve četiri skupine uočavaju se razlike koje proizlaze iz obilježja svakoga pojedinca. No ako se radove objedini u skupine prema jeziku i dobi, pokazuju se zanimljive grupne razlike. Bilo je očekivano da će u obje jezične skupine broj pojavnica biti uočljivo veći kod studentske skupine od učeničke, što se i potvrdilo. Međutim, nije bila očekivana uočljiva jezična prednost u proizvodnji mađarskih nasljednih govornika u odnosu na austrijske. Pisani su tekstovi mađarskih učenika kao skupine po nekoliko istraživanih obilježja vrlo slični tekstovima austrijskih studenata. Iako broj ispitanika nije dovoljno velik da bi se izvukli općeniti zaključci, u radu se osim utjecaja formalnoga školovanja u odnosu na rješavanje proizvodnoga zadatka uočavaju i sklonosti proizišle iz društvenojezičnoga položaja hrvatskoga.
Heritage speakers and their Croatian language – the influence of language history on written language production The status of a mother tongue within plurilingual speakers in general and Croatian in particular could be analyzed from different points of view. This paper analyses some data collected from the answers of Croatian heritage speakers grouped under five headings (data on myself, my mother, father, family, Croatian language, particularly during schooling). They were gathered by means of a questionairre filled by 40 subjects, high-school and college students from Austria and Hungary. The answers are compared to the elicited language production
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