engleski

Foreign language learning in the Croatian preschool context

Foreign language learning at a very early age has gained increasing interest in Croatia in the last two decades, particularly since 2003, when compulsory learning of one foreign language was introduced in the first grade of primary school. Consequently, there is an increasing number of pre-school institutions offering foreign language programs for kindergarten age children. Since early language learning (ELL) at the preschool level is purely optional, there is no strict control regarding the foreign language curricula, teaching methods and materials used and the required qualifications of foreign language teachers. The paper presents an overview of the current situation in foreign language learning in Croatian preschool institutions, aiming to identify its positive aspects and possible weak spots. In its first part the background and historical context of preschool foreign language learning is provided. The second part of the paper will look into the types of programs and curricula that are offered, the required qualifications or pre-school FL teachers and the teaching materials used. For this purpose, a content analysis of the curricula has been conducted and a comparison with the Croatian primary school foreign language curriculum has been made. The lack of continuity in the transition from preschool to primary-school foreign learning will be discussed in the third part, and some suggestions for future changes will be given, including those related to pre-service and in-service education of preschool foreign language teachers.

very young learners; foreign language learning; foreign language curricula; teacher competences; continuity; preschool FL teacher education

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