Naslov
The development of language competencies with future Croatian teachers within Croatian education system

Autori
Aladrović Slovaček, Katarina

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, ostalo

Izvornik
2nd Junior Research Meeting Applied Linguistics / Griesshaber, W. ; Meer D. ; Kersten, S. ; Thije, D. J. ; Luginbuhl, M. - Münster : GAL, Anela und Vals-Asla, 2010, 17-17

Skup
2nd Junior Research Meeting for Applied linguistics

Mjesto i datum
Münster, Njemačka, 18.03.2010. - 19.03.2010

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Nije recenziran

Ključne riječi
teaching of Croatian language; teacher; language competences; knowledge of language

Sažetak
Croatian language, as a native language, is the most important school subject. In primary schools it is present for five hours a week through first six grades and four hours a week in the seventh and the eighth grade (Nastavni plan i program, 2006). Secondary school programmes include four hours of Croatian a week, while vocational school programmes incorporate three hours a week (Nastavni plan i program, 1999). The most important goal of teaching Croatian language is the development of language competencies – a linguistic one that implies the knowledge of the language (Chomsky, 1988) and a communicative competence which understands the use of language in everyday situations (Hymess, 1980). In Croatia, after getting their university degree teachers of primary education teach Croatian in the first four grades of primary school five times a week (Nastavni plan i program, 2006). Future Croatian teachers studying at faculties of teacher education have a Croatian language class through three semesters studying Croatian language grammar, orthography and wording. The end of the third out of ten semesters is also the end of any kind of institutional studying of the language students will teach five classes a week (as opposed to two classes a week of nature and society they will also teach). The objective of this reserch is to test language competencies of future teachers in Croatia with the means of two tests (one tests linguistic and the other tests communicative competence) as well as their attitude towards teaching Croatian language and expectations they have about their future professions as teachers. The data are collected through two tests and one questionnaire that were implemented at every year (up to five years) of four faculties of teacher education in Croatia. The results have been processed with the SPSS statistics programme (analysis of variance, t-test, H2 test and the Pearson correlation coefficient). This paper intends to answer whether Croatian faculties of teacher education motivate language competencies development of future teachers in Croatia and whether Croatian education system is prepared for integration into European systems by educating future teachers and educators. The European Commission adopted Eight key competencies for lifelong learning, a document that emphasises communication in one's native language (European commission, 2005). If a child, a secondary school student or a university student masters his or her native language, they will cope with other subjects at schools and foreign languages with greater ease (Pavličević-Franić, 2005). This is the reason why development of language competencies is considered to be necessary and required on all levels of education system in Croatia, along with faculties of teacher education.

Izvorni jezik
Engleski

Znanstvena područja
Filologija

POVEZANOST RADA