The Development of Language Competences with Future Croatian Teachers within Croatian Education System

Katarina Aladrovic-Slovacek,Anita Mazej,Anđelka Ravlić

doi:10.21533/epiphany.v8i2.161

Abstract

In the document Eight key competences for life-long the first and the most important competence is communication in the mother tongue. If we have good knowledge of mother tongue, then we will be better in the process of foreign language learning. Language competence means to know the language on the level of phonology, morphology, syntax, lexicology, orthography and orthoepy. We have linguistic competence (knowledge about language) and communicative competence (using of language). At this moment, when we speak about European society, it is very important to have good competences in ICT and foreign language speaking. For these reasons, we made this research about language competences in mother tongue (Croatian language) and English in primary school and the attitude of children to Croatian and English language and the way they learn them or not. The research includes 3 primary schools in Zagreb (N = 120) in the first two periods of learning (1st - 6th class). Our aim is to measure linguistic and communicative competence in Croatian and English and how pupils are different in terms of sex, age and attitude. We expect that children in the first two periods of primary school have better developed linguistic competence (theory of language) than communicative competence (using language in everyday situations). It is expected because of methods of teaching and learning. Croatian teachers are more focused on theory than functional literacy in the process of teaching and learning of Croatian language. It is easier with English because teachers of English are more focused on using English in different situations. Also, we expect better results from girls than boys, from older than younger pupils as well as from pupils who have more positive attitudes to Croatian and English language.

Highlights

In the time of educational changes and the reform initiated in the Republic of Croatia this year (2015), it is important to place the development of language competences to the key position
As early as 2005 European Commission drew up the document „Eight Key Competences“ defining the communication in mother tongue as the first and key competence and the communication in foreign language as the second key competence
The language competences, which have already been defined as the ability to use the language in actual situations and the knowledge of language theory, have been tested with the students of primary school to the 6th grade

Summary

Introduction

In the time of educational changes and the reform initiated in the Republic of Croatia this year (2015), it is important to place the development of language competences to the key position. Is the child masters its own mother tongue, especially all types of language activities: listening, speaking, reading and writing, it will be much easier for them to acquire the contents of other subjects, including the foreign language It is, necessary to place the teaching of mother tongue (Croatian) and foreign (English) language to the key position in the curriculums of primary schools. In order to analyze the situation and the current knowledge of pupils, this paper is expected to determine the level of language (linguistic) and language communication (communicative) competence of pupils during the first two educational periods (2nd – 6th) grade For this purpose the tests were made for Croatian (mother tongue) and English (the first foreign language) checking the knowledge of language on both levels. Redefinition of knowledge, in terms of the continuous learning process on defined educational levels, has a direct influence on reformation of educational policies with the aim to offer better possibilities of access to knowledge for all citizens, regardless of their age, place of residence and social status

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