hrvatski

Hrvatska u kontekstu: Razvijanje međukulturne kompetencije u heterogenim skupinama učenika hrvatskoga kao inoga jezika

Understanding cross – cultural relations, the similarities and differences between different cultures, as well as the knowledge and understanding of different cultures results in the acquisition of intercultural competence that is a vital component of foreign language acquisition. A model of teaching cultural content is being developed in the area of the Croatian language glottodactytic and it leads to the acquisition of intercultural competence of adult learners of Croatian as a second and foreign language who have been studying Croatian language and culture in an academic environment. That model is presented in this paper. It is a universal model for teaching Croatian as a foreign language to a heterogeneous groups of students with different backgrounds, different first language, previous general and language education, sex and age. The paper introduces the explicit and implicit instruction of everyday and academic cultural content and analyzes its specific challenges in heterogeneous groups. The model is designated for a more direct teaching of Croatian culture and for efficient mastering of the cultural content in groups in which students do not belong to one culture of origin and one “world of origin” (CEFR 2005) but are members of different cultures and often there are as many “worlds of origin” as the students in a group. The paper addresses the topic of activities the lectur has to organize to enable their students the acquisition of a more rounded intercultural competence and tries to determine the details that need special attention in the teaching process. On one hand, the paper addresses the need of acquiring intercultural competence necessary for getting along not only with general aspects of Croatian culture, but also aspects of different Croatian regions in which the students of Croatian as a second and foreign language are temporary or permanently situated. On the other hand, it discusses the need of acquiring intercultural competence necessary for managing not only with Croatian culture, but with cultures of a wider regional area as well.

hrvatski kao drugi i strani jezik, međukulturna kompetencija, heterogene skupine učenika,

nije evidentirano