Stimulating Multiligualism in Kindergartens with Croatian as a Second or Foreign Language

Abstract

U ovom završnom radu bit će pobliže objašnjen pojam materinskog jezika, pojam dvojezičnosti te nekoliko različitih vrsta usvajanja dvaju jezika kao što su dvojezičnost kao prvi jezik, dvojezično usvajanje prvoga jezika, dva prva jezika ili dvojezično usvajanje prvih jezika. Isto tako, rad donosi objašnjenje razlika između drugog i stranog jezika te pojam višejezičnosti, kao i njezine važnosti i dobrobiti za dječji razvoj. Bit će objašnjen način i redoslijed usvajanja drugog jezika u ranoj i predškolskoj dobi, objašnjena uloga dobi za ovladavanje jezikom te koji sve čimbenici utječu na ovladavanje prvim i drugim jezikom. Uz to, bit će predstavljeni jezik i jezične djelatnosti iz Kurikuluma ranog i predškolskoga odgoja i obrazovanja te važnost fleksibilnosti i obostrane komunikacije roditelja i odgajatelja za što uspješnije djetetovo savladavanje odgojno-obrazovnih programa. Središnji dio rada odnosi se na nacionalne manjine i manjinske jezike te organizaciju odgojno-obrazovnih aktivnosti/programa za djecu nacionalnih manjina. U ovom dijelu su navedeni primjeri dječjih vrtića u kojima se provode dvojezični programi za djecu pripadnike nacionalne manjine.In this final paper, the concept of mother tongue, the concept of bilingualism and several different types of acquisition of two languages such as bilingualism as a first language, bilingual acquisition of a first language, two first languages or bilingual acquisition of first languages will be explained in more detail. Likewise, the paper provides an explanation of the differences between a second and a foreign language and the concept of multilingualism, as well as its importance and benefits for children's development. The method and order of acquiring a second language in early and preschool age as well as the role of age in mastering a language will be clarified in detail. Different factors that affect the mastering of a first and second language will be mentioned and clarified. In addition, the language and language activities from the Curriculum of Early and Preschool Education will be presented, as well as the importance of flexibility and mutual communication between parents and educators for the child's mastery of educational programs as successfully as possible. The central part of the work refers to national minorities and minority languages and the organization of educational activities/programs for children of national minorities. This section lists examples of kindergartens where bilingual programs are implemented for children belonging to national minorities