Plurilingualism in the Context of the Croatian Educational System
Plurilingualism is primarily defined with regard to the stratification of the verbal repertoire of an individual (Banjavčić, Erdeljac, 2009, 18). According to Königs (2000 in Neuner, 2004, 15) there are three types of plurilingualism: retrospective plurilingualism, relating to bilingual speakers...
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| Format: | Article |
| Language: | English |
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Juraj Dobrila University of Pula
2017-01-01
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| Series: | Studia Polensia |
| Subjects: | |
| Online Access: | https://hrcak.srce.hr/file/292360 |
| _version_ | 1797207679335137280 |
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| author | Marina Jajić Novogradec |
| author_facet | Marina Jajić Novogradec |
| author_sort | Marina Jajić Novogradec |
| collection | DOAJ |
| description | Plurilingualism is primarily defined with regard to the stratification
of the verbal repertoire of an individual (Banjavčić, Erdeljac, 2009, 18).
According to Königs (2000 in Neuner, 2004, 15) there are three types of
plurilingualism: retrospective plurilingualism, relating to bilingual speakers
with considerable knowledge of a second language (L2), that is the language
being taught, and thus have a substantial advantage in terms of knowledge
and skills in this language over the other learners; retrospective-prospective
plurilingualism, when learners bring their plurilingualism into the
classroom and therefore have a substantial advantage in linguistic knowledge
over other learners, but neither of these two languages is the subject being
taught, and prospective plurilingualism refers to learners who enter the
foreign language classroom as monolinguals and begin developing their
plurilingualism in a foreign language classroom. Prospective plurilingualism
is typical of the majority of European schools, as well as those in Croatia.
When beginning school, most students are faced with learning one or
more foreign languages and they extend their plurilingualism by learning
their first foreign language in school. A new perspective in the Croatian
educational system, with foreign language learning in mind, began with
the introduction of at least one foreign language as a compulsory subject
in primary schools in 2003, later including even more foreign languages.
CEFRL (Common European Framework of Reference for Languages,
2005, 4) states that the plurilingual approach emphasizes the creation of
communicative competence to which all knowledge and experience of
language contributes and in which languages interrelate and interact. It
certainly entails the interaction between the native language and the first
foreign language and other additional languages learned by a student,
whether consecutively or simultaneously. Therefore, the aim of language
education has changed so that the mastery and acquisition of one or two
languages, or even three (resulting in an ideal native speaker) is no longer
considered primary, but the creation of a linguistic repertoire in which all
linguistic abilities have a place. Furthermore, the offer of foreign languages
in educational institutions has to be diversified and at the same time give
students possibility to develop plurilingual competence. The focus of this
work is to provide a theoretical review of plurilingualism and analyze it
through Croatian curricula, and provide directions for its sustainable
development in forming competent plurilingual users of languages. |
| first_indexed | 2024-04-24T09:26:45Z |
| format | Article |
| id | doaj.art-6a65615b1bd64172b4999719e199f170 |
| institution | Directory Open Access Journal |
| issn | 1848-4905 2459-6256 |
| language | English |
| last_indexed | 2024-04-24T09:26:45Z |
| publishDate | 2017-01-01 |
| publisher | Juraj Dobrila University of Pula |
| record_format | Article |
| series | Studia Polensia |
| spelling | doaj.art-6a65615b1bd64172b4999719e199f1702024-04-15T14:42:26ZengJuraj Dobrila University of PulaStudia Polensia1848-49052459-62562017-01-0161474810.32728/studpol/2017.06.01.02Plurilingualism in the Context of the Croatian Educational SystemMarina Jajić Novogradec0Filozofski fakultet u Zagrebu, Sveučilište u ZagrebuPlurilingualism is primarily defined with regard to the stratification of the verbal repertoire of an individual (Banjavčić, Erdeljac, 2009, 18). According to Königs (2000 in Neuner, 2004, 15) there are three types of plurilingualism: retrospective plurilingualism, relating to bilingual speakers with considerable knowledge of a second language (L2), that is the language being taught, and thus have a substantial advantage in terms of knowledge and skills in this language over the other learners; retrospective-prospective plurilingualism, when learners bring their plurilingualism into the classroom and therefore have a substantial advantage in linguistic knowledge over other learners, but neither of these two languages is the subject being taught, and prospective plurilingualism refers to learners who enter the foreign language classroom as monolinguals and begin developing their plurilingualism in a foreign language classroom. Prospective plurilingualism is typical of the majority of European schools, as well as those in Croatia. When beginning school, most students are faced with learning one or more foreign languages and they extend their plurilingualism by learning their first foreign language in school. A new perspective in the Croatian educational system, with foreign language learning in mind, began with the introduction of at least one foreign language as a compulsory subject in primary schools in 2003, later including even more foreign languages. CEFRL (Common European Framework of Reference for Languages, 2005, 4) states that the plurilingual approach emphasizes the creation of communicative competence to which all knowledge and experience of language contributes and in which languages interrelate and interact. It certainly entails the interaction between the native language and the first foreign language and other additional languages learned by a student, whether consecutively or simultaneously. Therefore, the aim of language education has changed so that the mastery and acquisition of one or two languages, or even three (resulting in an ideal native speaker) is no longer considered primary, but the creation of a linguistic repertoire in which all linguistic abilities have a place. Furthermore, the offer of foreign languages in educational institutions has to be diversified and at the same time give students possibility to develop plurilingual competence. The focus of this work is to provide a theoretical review of plurilingualism and analyze it through Croatian curricula, and provide directions for its sustainable development in forming competent plurilingual users of languages.https://hrcak.srce.hr/file/292360curriculaCroatian educational systemforeign languagesmother tongueplurilingualism |
| spellingShingle | Marina Jajić Novogradec Plurilingualism in the Context of the Croatian Educational System Studia Polensia curricula Croatian educational system foreign languages mother tongue plurilingualism |
| title | Plurilingualism in the Context of the Croatian Educational System |
| title_full | Plurilingualism in the Context of the Croatian Educational System |
| title_fullStr | Plurilingualism in the Context of the Croatian Educational System |
| title_full_unstemmed | Plurilingualism in the Context of the Croatian Educational System |
| title_short | Plurilingualism in the Context of the Croatian Educational System |
| title_sort | plurilingualism in the context of the croatian educational system |
| topic | curricula Croatian educational system foreign languages mother tongue plurilingualism |
| url | https://hrcak.srce.hr/file/292360 |
| work_keys_str_mv | AT marinajajicnovogradec plurilingualisminthecontextofthecroatianeducationalsystem |