ࡱ> {}vwxyz[ybjbj.ΐΐz&0 0 r:,LLL```8<T`Z"(^"SYUYUYUYUYUYUY$\d_yYLQ Q Q yYZZ + + +Q RLSY +Q SY + +O*"SǕ]`g&sQ"?YpZ0ZQv` )v`DSSv`L[U +1<yYyY*^ZQ Q Q Q v`0  8:LEARNING AND TEACHING OF CROATIAN AS A HERITAGE LANGUAGE (L2) IN CHILDREN OF CROATIAN EMIGRANTS ABROAD Dunja Pavli evi-Frani, PhD, full professor Faculty of Teacher Education, University of Zagreb, Croatia  HYPERLINK "mailto:dunja.pavlicevic-franic@ufzg.hr" dunja.pavlicevic-franic@ufzg.hr Katarina Aladrovi Slova ek, PhD, research assistant Faculty of Teacher Education, University of Zagreb, Croatia  HYPERLINK "mailto:kaladrovic@gmail.com" kaladrovic@gmail.com INTORDUCTION Apart from the 4.5 million of native speakers in the Republic of Croatia, the Croatian language is used in communication by the same number of speakers outside of their homeland. Hence, the issue of learning and acquiring the Croatian language abroad has necessarily become part of the Croatian educational policy. During the project Development of Communicative Competence in the Early Croatian Language Discourse, a research on the mastering of Croatian as a second language was carried out among the children of Croatian emigrants to Germany. It needs to be stressed that the participants start learning Croatian systematically only within the program of the Croatian tuition abroad, when they encounter the standard Croatian idiom which is more or less different than their local Croatian idiom which the speakers were exposed to in their families. The input language is the individual organic idiom of the Croatian language, while the target language refers to the standard Croatian language. The process of the acquisition of the organic or first language (L1) differs from the process of the other or second language (L2) learning. This is due to the fact that in the process of the non-mother tongue mastering an interlanguage is created in which elements of the first and the second language interfere. In this process non-mother tongue learning can have a double meaning: learning a completely new and unfamiliar language system (foreign language), or acquiring a language idiom which the speakers had already partially mastered, usually in the early childhood. In that case we speak of the heritage language, the language of their parents, their cultural circle, and their national identity. Although all pupils who participated in this research had been born in the Federal Republic of Germany and have the German language as their dominant idiom, most of them consider Croatian to be their mother tongue. This research and the communicative practice have confirmed that the German language competence of the participants is higher than their Croatian language competence. Despite their personal attitudes towards Croatian as their mother tongue, the truth is that they learn Croatian as special kind of second language (heritage). CROATIAN AS A HERITAGE LANGUAGE Croatian tuition abroad is held in specific conditions of learning and teaching, outside the boarders of regular lessons, in age heterogeneous groups, with students of different language foreknowledge and different regional idioms of Croatian language. Therefore the process of mastering Croatian language should be treated as a second and foreign language learning, and not native language learning, and should be based on acquisition of language activities of listening, speaking, reading and writing and on development of language competences. While learning second and foreign language priority is given to development of communicative competence what points out the usage of language knowledge appropriate to practical understanding in everyday communication situations. Communication is developed by communicating, and pragmatics (language use) comes before normativity (grammar). It means that the teaching practice is based on multifunctional language usage (no matter the grammar normativity) and theoretical language knowledges, rules and definitions are acquired later. While mastering Croatian language as heritage language abroad, one should start from communication to grammar (not vice versa!). Developed communicative competence will at the same time present the base for later acquirement of complex elements of linguistic competence (phonological, morphological, syntactic and lexical norm of Croatian standard language). According to contemporary theories of language acquisition, and having in mind everything mentioned, learning and teaching Croatian language abroad should be approached to as second and foreign language process in which Croatian language is treated as a heritage language. While mastering heritage language it should be pointed out that the process, according to majority of its characteristics, is different than mastering second and foreign language. Besides the characteristics of interlanguage, this group of pupils also differs in motivation for language learning (Cviki, Jelaska i Kanajet, 2010). Therefore if we want to make that very specific school process successful, we should have these things in our minds: Croatian tuition abroad is a specific process done in age heterogeneous groups of different language preknowledge; it is done in accordance to the combined guidelines ( principles of European and Croatian educational documents); correlation of language and extra language contents is achieved (language teaching combined with cultural, literal, historical, geographical, artistic and religious contents); multifunctionality in oral and written expression is manifested (communicative process develops despite the possible mistakes, with the final aim to communicate in Croatian language); neological productivity (appearance of new word formations, especially as a way of filling in the insufficient vocabulary, but also as an expression of creative language activity); presence of vertical and horizontal multilanguage in communication; creating of interlanguage field which brings to creating interlanguage; respecting the principles of multiculturality (croatia + host country). MATERIAL AND METHOD The paper brings out the results of 150 pupils participated in the research, ranging from 6-18 years of age, and attending Croatian classes abroad in the German province Baden-Wrttenberg. A test of communicative competence was conducted and the written works of pupils were analyzed in order to examine their language competences in grammatical and lexical level of the Croatian language according to age, cognitive development, communication, language exposure and language foreknowledge. Besides the communicative competence test which was intended for pupils, surveys were done for teachers, to define their attitudes about Croatian tuition abroad (motivation, purpose and learning needs, socio-cultural environment). Ten Croatian tutors abroad participated in the research, in the German province Baden-Wurttenberg, Coordination Ulm. Teachers abroad are mostly women (80%), to 40 years old (75%) and with less that four years work experience (63%). Therefore, teachers abroad are mostly young female teachers who have recently graduated from college. Most of them (80%) have graduated from teachers faculties (faculty of philosophy, 30%; faculty of teachers education, 26%; faculty of science, 24%), while other 20% have graduated from other colleges. The data were analyzed with the SPSS statistical analysis software. The method used for testing pupils was Pearsons correlation coefficients to show correlation between the dependent variable (mastery of the language competences) and the independent variable (years they had spent learning Croatian). A t-test was also done in the research for independent specimen, to show if there is statistically significant difference in the results on two independent variables (result on grammar-orthographic and lexical competences test, the number of errors according to categories). The Mean value, standard deviation, median-central value, minimal and maximal score were used in the description and comparison of deviations from the standard language norm. According to the research results, the following hypotheses were either confirmed or rejected: H1 It is expected that the participants will be most successful in acquiring the lexical then gramatical competence. H2 It is expected that the number of pupils' mistakes on lexical, spelling and grammar level will be inversely proportional to the years of Croatian language learning. H3 It is expected that the teachers will be satisfied teaching Croatian abroad, mostly by the environment, and least with the textbooks. H4 It is expected that the teachers are properly educated to teach Croatian language abroad and that they want to stay and work abroad despite the possible difficulties. RESEARCH RESULTS First aim of the research was connected to the level to which the students have mastered communicative competence in Croatian language (lexical, grammar and spelling acquisition). The pupils have been writing the communicative competence test composed of pictures which they had to use to write a short story (controlled communication, retelling the story by the pictures). Their written works have been analyzed and categorised according to the levels of the Common European Framework of References for Languages (A0, A1, A2, B1, B2, C1 or C2). The most common lexical, grammar and spelling mistakes were obtained by the content analysis; which the examinees have made on text level as the most demanding type of expression. Grammar errors were divided in phonological, morphological and syntactic. Phonological errors are orthoepic and orthographic mistakes on the phonemic level (spelling of the Croatian letter yat and letters d~, , , ; one word or separated words spelling; writing capital letters or lower case; punction marks). Morphological deviations are on the word form level. Since the morphology of Croatian language is very complex, the knowledge of this grammatical segment shows the level of knowledge of the standard language in general. Croatian is a highly synthetic language affixes and inflections are used for information transfer and understanding of contents; all nominal words are declined 3 genders, 2 grammatical numbers, 7 cases; verbal words are conjugated 7 types of verbs (each having several verb classes), 6 verbal persons and 3 verbal aspects. Adoption of morphology is additionally complicated by various phonological rules (e.g. sound changes). In accordance to mentioned facts morphological errors are common. Syntactic errors refer to the sentence level (word order in a sentence, position of enclitics, repetition of identical parts of the sentence). Lexical errors mostly refer to not knowing the meaning of the word or using the word in a wrong way in some context, then using foreign words (especially from German language) and regional words in communication (dialectal idioms of Croatian language). In all the pupils' works interference of German language to grapheme level of Croatian language is very noticeable (for example using capital letters for nouns). If mistakes are grouped by categories: grammar, spelling and lexical, the most significant errors are made in lexical and the least in grammar. T-test shows existence of statistically significant difference in average number of errors on lexical and grammar level (p < 0,00) and statistically significant larger number of errors on lexical level. It also shows that there is statistically significant difference in results between morphological and lexical competence and between syntactic and lexical competence. It is interesting to notice that the average results between morphological and lexical competence are statistically significantly more different than between lexical and grammatical competence. Namely, errors on the syntactic level are a bit larger than errors on morphological level. If grammar, lexical and spelling errors were compared, it could be concluded that the spelling ones are significantly larger than grammar errors and significantly smaller than lexical errors (graph 1). Graph 1. Errors in written essays on lexical, grammatical and spelling level  It is good to point out that the examinees, making grammar errors, mostly make mistakes in word declination where vocal change is done, in declination of syntagm of noun with adjective, in using possessive pronouns, in enclitic position (especially unstressed types of personal pronouns), in congruity of noun words and verb government and in the repetition of identical parts of the sentence. Lexical errors mostly refer to using German words in the place where pupils did not know the Croatian word, usage of colloquial language or dialect words, foreign and regional words, while spelling errors refer to strong influence of German graphic and orthographic on Croatian. In accordance to the results the first hypothesis, which assumes better mastering of lexical than grammar competence, could be refuted, because the examinees show exactly the opposite, better results in grammar than in lexical competence. Another aim of the research was to determine the connection of number of grammatical, lexical and spelling errors to the years student have been learning Croatian language. Results show that grammar (r=-0,288), lexical (r = -0,263) and spelling (r = -0,307) errors are inversely proportional to the years of Croatian language learning and statistically significant (p < 0,01). It means that the examinees who have been learning Croatian language longer make less mistakes on every checked level (graph 2). But, it is important to say that there are individual and age differences, because the number of spelling mistakes suddenly increases from the sixth to seventh year of learning the language. The number of lexical mistakes is higher with students who have been learning Croatian language for over eight years, and lower with those who have been learning it for five to six years. Also, the number of grammar mistakes increases with the students who have been learning Croatian language for eight and more years, compared to those who have been learning it for six to seven years (or less). It can be concluded that the accomplishment in Croatian language learning as heritage language is individual and that, besides the years of learning it, it also depends on series of linguistic and extra linguistic factors (language foreknowledge, family surrounding, age, motivation). Obtained data confirm the second hypothesis which assumes inversely proportional connection between years of Croatian language learning and the number of grammar, lexical and spelling errors. Graph 2. Errors connected to the years of learning Croatian language  The third aim refered to analyzing the teachers' satisfaction with teaching Croatian language abroad (motivation, pupils, teaching materials, working conditions, working environment). Most teachers (62,5%) are moderately satisfied teaching Croatian language abroad (graph 3). Particularly, none of the teachers questioned are totally satisfied, but there are also no teachers who are really dissatisfied teaching Croatian language abroad. Graph 3. Satisfaction of teachers teaching Croatian language abroad  Concerning the teachers' evaluations of pupils, it is interesting to notice that only 12,5% of the teachers are very satisfied with their pupils. 37,5% of them are satisfied, and even 25% of the teachers are, unfortunately, dissatisfied with their pupils' progress (graph 4). Teachers mostly say that the reason to their dissatisfaction is heterogeneity of groups- by age, language foreknowledge, interests. Besides that, the teachers also mention pupils' lack of motivation for learning Croatian language as another reason for their dissatisfaction, as well as lack of support from the parents and other people included in educational process. Graph 4. Teachers' estimation of the pupils learning Croatian language abroad  For successful work it is important to have a good working environment. However, 36,5% of the examinees say they are not satisfied with working environment while teaching Croatian language abroad. Although it is a huge percentage, still the number of the teachers who are satisfied teaching Croatian language abroad is a bit higher (38,5%), while 25% of them have no specifically expressed attitude, that is they are neither satisfied nor dissatisfied (graph 5.) Teachers say that the most common reasons for being dissatisfied are large number of lessons, working on many locations (in different cities), lack of teaching materials, so they have to make them by themselves and adjust them to the pupils' knowledge and language competence. Their biggest remark goes to lack of adequate textbooks intended exclusively for teaching Croatian as haritage language in Croatain language teaching abroad. Graph 5. Teachers satisfaction with their working environment  Textbooks are, as the basic working material, very important for teaching Croatian language abroad. But, since there are no special textbooks for acguiring Croatian language as heritage language in teaching Croatian language abroad, the teachers manage it on their own and use different existing books for Croatin language in homeland, books for teaching Croatian language to foreingers, books for history and geography, other aditional linguistic and lingua-didactic books. Very often those books are inadequate and do not have all the contents which teachers should pass to their students. Probably that is the reason why most of the questioned teachers are dissatisfied (62,5%) with the books they use in their classes (graph 6.) Graph 6. Teachers' satisfaction with Croatian language textbooks  Conclusively it can be pointed out that the teachers of Croatian language abroad are moderately satisfied with working environment, they are partly satisfied with their pupils, and they are dissatisfied with the textbooks they use. Result like that was expected because there are really no appropriate textbooks and work materials for learning Croatian language as heritage language in Croatian language abroad which would make the educational process easier for the teachers. Fourth aim of the research was to determine the level of motivation of teachers of Croatian language obroad. We wanted to see if the Ministry of science, education and sports of the Republic of Croatia encourages education of teachers to teach Croatian language abroad, if they are motivated by their salary and if they still want, despite the difficulties they have, to teach Croatin language abroad. The teachers think that Croatian Ministry does not encourage their additional education abroad enough (62,5%). Only 25% of the examinees think that the Ministry encourages them to work better, and 12,5% of the examinees did not even answer this question (graph 7). Graph 7. Teachers education to teach Croatian language abroad  But despite being dissatisfied by some of the segments in teaching Croatian, 37,5% of the tecahers still want to stay and work abroad. One group of the teachers think that their staying depends on many factors which have to be fulfilled for them to stay and work abroad. Only a small group of the teachers (12,5%) do not want to teach Croatian language abroad any more (graph 8). Unfortunatelly, it is important to say that only 37,5% of the questioned teachers comply to proscribed curriculum, while the others do not comply to it or did not answer this question. Graph 8. Teachers attitudes about teaching Criatian language abroad  The salary is a motivation, but obviously is not the only reason for which more and more teachers of Croatian language want to work abroad. Among the teachers who were a part of the reasearch, half of them are satisfied and the other half is not, what is presented in graph 9. Graph 9. Teachers satisfaction with their salary  In accordance to the results of the reasearch, the fourth hypothesis, which assumess that the eyaminees are satisfied with their professional training and eductaion, and that they want to stay and teach Croatian language abroad, could be refuted. Therefore, although the Ministry of science and education does not encourage teachers education to teach Croatian language abroad enough, most of them still want to work abroad, despite the salary and other factors. DISCUSSION Success of the questioned pupils who learn Croatian language as heritage language is only partly proportional to the years of learning Croatian language, that is, the years of institutional learning do not necessarily mean better grammar-orthographic and lexical competence. They can communicate in Croatian (mostly making language errors and in some of regional idioms), they understand a lot, but have difficulties with the written text and standard language norms. That data confirms the fact that Croatian is a heritage (not foreign) language to the children of our emigrants abroad, which mens they have adopted it as a system in their early childhood. So, that language is not completely unknown to them (as Japanese is for example) and it is not a foreign language for them (as English is for example), but is also not their mother tongue in linguistic sense (like Croatian language is to people in Croatia), it is not their first language of communication (as German is to them), nor is completely acquired on all levels (for example standard language level). Therefore to acquisition of Croatian language as heritage language with the children of Croatian emigrants abroad, although it is L2 language, should be approached in a different way than to teaching Croatian language as a standard language. CONCLUSION Results of the first part of the research, in which students who acquire Croatian language as heritage language in the Republic of Germany participated, show that the examinees make the least number of errors on grammar level, a bit more on lexical level, and mostly on spelling level. Although the mistakes are lower on grammar level than on the other two levels, they are still very common and noticeable. They are mostly connected to declination of nouns, declination of prepositions or syntagms where adjective and nouns are present, to wrong using of possessive pronouns, and to sentence structure (word order, enclitics at the right place in the sentence, repetition of identical parts of the sentences). On lexical level interference of German language to Croatian is mostly seen, then not recognizing multimeaningness and using foreign words and dialectal words in communication. During that grammar and lexical mistakes directly influence errors on spelling level. It is important to point out that with the years they have been learning the language the number of errors lowers, and that the years of learning, although not necessarily and not with every examinee, still affect the number of mistakes on all three questioned levels. In the second part of the research teachers who teach Croatian language abroad participated. The most significant obtained result refers to the fact that the teachers are only partly satisfied with their job teaching Croatian language abroad, with their pupils and working environment. The research also confirms an urgent necessity to create appropriate teaching materials and textbooks which would help a successful realization of Croatian language teaching abroad. It would be also important that Croatian Ministry of Education provides more funds for additional education and training of teachers who teach Croatian language abroad. Despite the difficulties, the research shows that majority of the teachers would still stay and work abroad if it was possible because for most of them salary is not the only motivation for staying on that job. In accordance to obtained results it could be concluded that while working with the pupils who learn Croatian language abroad more time is needed to dedicate to development of all language activities, especially to reading and writing, and it is important to encourage development of language competences, in order to lower the number of errors on text level. In that way those speakers who inherited Croatian language would reach the level of coordinated multilanguage in all idioms they use in different communication situations. When we talk about teachers, additional education and appropriate materials should be given to them, to make their work more efficient, and them more satisfied. Thanks to cause-consequential relations, pupils' and teachers' motivation would increase acquiring of Croatian language as heritage language abroad. Results of this research will be used for the analysis of language competences in pupils whose second (heritage) language is Croatian and for assessing the level of acqusition of Croatian language teaching abroad. References: Be~en, A., Boanjak, M. (ed.) (2012): Hrvatska nastava u inozemstvu, priru nik za u itelje. Zagreb: Ministarstvo znanosti, obrazovanja i sporta i U iteljski fakultet. Cviki, L., Jelaska, Z., Kanajet, L. (2010). Nasljedni govornici i njihova motivacija za u enje hrvatskoga jezika. Croatian Studies Review, 6, 113-128. Split: Filozofski fakultet, Centar za hrvatske studije. Jelaska, Z. (2007). Ovladavanje jezikom: izvornojezi na i inojezi na istra~ivanja. Lahor, asopis za hrvatski kao materinski, drugi, strani jezik, 3, 86-99. Zagreb: HFD. Pavli evi-Frani, D. (2011). Jezikopisnice, rasprave o usvajanju, u enju i pou avanju hrvatskoga jezika u ranojezi nome diskursu. Biblioteka Scientia et Artes. Zagreb: Alfa. Pavli evi-Frani, D. (2005). Komunikacijom do gramatike. Zagreb: Alfa. Pavli evi-Frani, D., Gazdi-Aleri, T., Aladrovi Slova ek, K. (2012).Jezi ne kompetencije u enika u hrvatskoj nastavi u inozemstvu. Napredak, 153, 64-76. Zagreb: HPKZ. Pavli evi-Frani, Aladrovi Slova ek, K. (2012). Mastering morphological competence in the acquisition of Croatian as L2. Conference book of FLTAL: Approaches and Methods in Second and Foreign Language Teaching. Edited by: V. Cook & A. Akbarov. Sarajevo: International Burch University, 180-187. The Common European Framework of References for Languages. Learning, teaching, assessment (2001). Council of Europe. Cambridge: Cambridge Universyty Press.// Zajedni ki europski referentni okvir za jezike /ZEROJ/ (2005). Zagreb:`kolska knjiga. Kurikulum hrvatske nastave u inozemstvu. Zagreb: MZOS.  HYPERLINK "http://narodne-novine.nn.hr/clanci/ sluzbeni/2003 12 194_3073.html" http://narodne-novine.nn.hr/clanci/ sluzbeni/2003 12 194_3073.html (preuzeto 14.3.2013.). Prof.dr.sc. DUNJA PAVLI EVI-FRANI, full professor Dr.sc. KATARINA ALADROVI SLOVA EK, research assistant Faculty of Teacher Education, University of Zagreb HR - 10000 ZAGREB, Savska cesta 77 Tel. ++385 1 6327-300; ++385 1 6327-339 e-mail:  HYPERLINK "mailto:dunja.pavlicevic-franic@ufzg.hr" dunja.pavlicevic-franic@ufzg.hr ;  HYPERLINK "mailto:kaladrovic@gmail.com" kaladrovic@gmail.com Learning and teaching of Croatian as a heritage language (L2) in children of Croatian emigrants abroad Abstract During the project Development of Communicative Competence in the Early Croatian Language Discourse, a research on the mastering of Croatian as a second language was carried out among the children of Croatian emigrants to Germany. It needs to be stressed that the participants start learning Croatian systematically only within the program of the Croatian tuition abroad, when they encounter the standard Croatian idiom which is more or less different than their local Croatian idiom which the speakers were exposed to in their families. The input language is the individual organic idiom of the Croatian language, while the target language refers to the standard Croatian language. The process of the acquisition of the organic or first language (L1) differs from the process of the other or second language (L2) learning. This is due to the fact that in the process of the non-mother tongue mastering an interlanguage is created in which elements of the first and the second language interfere. In this process non-mother tongue learning can have a double meaning: learning a completely new and unfamiliar language system (foreign language), or acquiring a language idiom which the speakers had already partially mastered, usually in the early childhood. In that case we speak of the heritage language, the language of their parents, their cultural circle, and their national identity. Although all pupils who participated in this research had been born in the Federal Republic of Germany and have the German language as their dominant idiom, most of them consider Croatian to be their mother tongue. However, this research and the communicative practice have confirmed that the German language competence of the participants is higher than their Croatian language competence. Despite their personal attitudes towards Croatian as their mother tongue, the truth is that they learn Croatian as special kind of second language (heritage). The paper brings out the results of 150 pupils participated in the research, ranging from 6-18 years of age, and attending Croatian classes abroad in the German province Baden-Wrttenberg. A test of communicative competence was conducted and the written works of pupils were analyzed in order to examine their language competences in grammatical and lexical level of the Croatian language, according to age, cognitive development, communication, language exposure and language foreknowledge. The analysis of questionnaires was to determined the attitudes of pupils and teachers in Croatian tuition abroad (motivation, purpose and learning needs, socio-cultural environment ).The data were analyzed with the SPSS statistical analysis software. 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