Pluricentricity in the classroom: the Serbo-Croatian language issue for foreign language teaching at higher education institutions worldwide

@article{ali2021PluricentricityIT,
  title={Pluricentricity in the classroom: the Serbo-Croatian language issue for foreign language teaching at higher education institutions worldwide},
  author={Jelena {\'C}ali{\'c}},
  journal={Sociolinguistica},
  year={2021},
  volume={35},
  pages={113 - 140}
}
  • Jelena Ćalić
  • Published 1 November 2021
  • Linguistics, Sociology
  • Sociolinguistica
Abstract The study presented in this article looks at the effects of the changes in national language policies following the break-up of the Socialist Federal Republic of Yugoslavia on teaching the Serbo-Croatian language or a “language which is simultaneously one and more than one” as a foreign language. The study explores how language ideologies and conflicting attitudes towards national standard languages, recorded both within nation-states and across nation-state borders, are understood by… 

References

SHOWING 1-10 OF 12 REFERENCES

The Pedagogy of English as an International Language (EIL): More Reflections and Dialogues

This chapter introduces the conceptual frameworks we adopt in this book project: English as an International Language (EIL) and what it means by the pedagogy of English as an International Language.

Language, identity and borders in the former Serbo-Croatian area

This article presents a case study of the former Yugoslavia, focusing on the role of language in constructing collective identities and establishing ethnic boundaries in relation to political

Pluricentricity : language variation and sociocognitive dimensions

The studies collected in this volume explore the sociocultural, conceptual and structural dimensions of variation and change within pluricentric languages, with specific emphasis on the relationship

Adopting a Pluricentric Approach

This article argues for a “D-A-CH” approach, which stands for Germany (D), Austria (A), and Switzerland (CH), in language classes from the introductory level on. I begin by tracing the emergence and

Plurizentrischer DaF-Unterricht, aber wie?

1. Argumente für einen plurizentrischen DaF-Unterricht Die Frage ›Welches Deutsch sollen wir lehren?‹ (Hensel 2000) wird von all denen gestellt, die bezweifeln, daß dies selbstverständlich und

Dialekte im DaF-Unterricht? Ja, aber... Konturen eines Konzepts für den Aufbau einer rezeptiven Varietätenkompetenz

Sollen Dialekte im DaF-Unterricht berucksichtigt werden? Neuere Untersuchungen zu den Einstellungen gegenuber Varietaten des Deutschen bei DaF-Lehrenden und -Lernenden (z.B. Basler / Spiekermann