engleski

Croatian as a second language – from language policy in education to teacher education programme

The language policy in education determines the representation and status of languages in education - from the selection of languages of instruction to the options of foreign languages to be taught (Spolsky 2017) and determines teacher education as well (Wiley 2013). Research on language policy in education in the Republic of Croatia is mainly focused on foreign languages and multilingualism (e.g. Bratulić et al. 2017, Košuta, Patekar, Vičević Ivanović 2017, Lujić 2016, Papa 2008), education in minority languages (Blažević Simić 2013, 2014a, 2014b, 2018, Čorkalo Biruški et al. 2020, Majdan 2010, Turza Bogdan & Cvikić 2020), and foreign language teacher education (Breka & Petravić 2015, Cindrić et al 2014, 2015, Knežević 2015, 2017). The goal of this paper is to investigate the change of language policy in education and its impact on the education of teachers through the example of Croatian as a second language. Based on the content analysis of strategic and educational documents (acts, regulations, and curricula) and statistical data, a two-way (top-down and bottom up) process of Croatian as L2 introduction into the educational system will be shown. Special emphasis will be given to the analysis of Croatian as an L2 teacher education programme

language policy in education, Croatian language, teacher education

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