Abstract
Teacher cognition refers to the cognitive dimension of teaching that encompasses teachersʼ knowledge, beliefs, and thinking. This paper deals with the linguistic aspect of teacher cognition investigating the beliefs of early childhood care and education (ECEC) students in Croatia. The study aims to explore: their beliefs about the standard Croatian language (SCL), and their perception about the use of vernaculars versus the standard language in public communication. The data were collected through an online questionnaire administered to 69 students of ECEC at the University of Zagreb. The results showed that the participants generally agreed with commonly expressed beliefs that are sometimes build on the misconceptions about the nature and role of the SCL. However, their perception about the use of the SCL vs. vernaculars in public communication varied, with participants showing a lack of strongly formed opinions.
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