engleski

Multilingualism in the Croatian education system from a curriculum perspective

Aronin & Hufeisen (2009: 3) claim that the main strands of multilingualism seem to be situated in the framework of several research domains, such as sociolinguistics, psycholinguistics, neurolinguistics, pragmalinguistics, teaching and the common curriculum. Recent studies of multilingualism mostly deal with investigating sociolinguistic (Makarova Tominec 2015) and psycholinguistic aspects (Letica Krevelj 2014) with regard to various individual factors. According to Wei & Moyer (2008: 4) a multilingual individual is anyone who can communicate in more than one language, be it active (through speaking and writing) or passive (through listening and reading). Therefore, the recent growth of research into multilingualism has expanded into many new areas (Kemp 2009: 11). The aim of our study is to analyze Croatian curricula from a multilingual perspective. Learning more than one foreign language as an obligatory or an elective subject in Croatian schools has become an inevitable trend of the Croatian education system. We will try to look at the number of languages being learned as well as the order of languages being learned with respect to the multilingual perspective development in the contemporary education.

multilingualism ; strategy of foreign language learning ; national curricula

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