engleski

Ideology of multilingualism and heteroglossic practices in Croatian elementary classrooms

The processes of Europeanization have largely influenced the emergence of the ideology of multilingualism instantiated both in institutional discourses (e.g. Rindler Schjerve & Vetter 2012 ; Weber & Horner 2012 ; Unger et al. 2014, etc.), but also reflected at the grassroots level (e.g. Zappettini & Comanaru 2014). It mainly stresses the necessity of learning several foreign languages, and at the same time often suppresses the visibility and relevance of 'intralinguistic' diversity. However, the resurgence of the Bakhtin's notion of heteroglossia may help to reintroduce the discussion of the role of varieties that have been marginalized for a long time as it implies the coexistence of multiple language layers, not only in terms of structure, but also in terms of discourses and (language) ideologies. The aim of the paper is to analyze to what extent and in what form the ideology of multilingualism is actualized in elementary education in Croatia. Being largely directly inaccessible, the prevalent language ideologies are observed both through language attitude analysis and actual (heteroglossic) practices. The analysis is based on questionnaires administered among students and interviews with teachers in several Dalmatian elementary schools. Although different varieties of South Čakavian are still very vital there, their status, presence and treatment in the educational arena have been subject to constant negotiation and are frequently reduced to merely symbolic recognition. The actual practices in the field reflect ideological positions voiced in official educational language policies and present a real challenge for teachers and pupils alike.

educational linguistics, heteroglossia, language practices, elementary education

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