hrvatski

Usvajanje jezičnoga znanja u višejezičnoj sredini: kako prevladati jaz između lingvističke i komunikacijske kompetencije

The language acquisition in early childhood primarily occurs in the process of direct communication between the child and adults in its environment. Although the child's metalinguistic abilities increase, according to the principles of natural language development the acquisition of communicational skills is more important. A sudden change occurs when the child begins attending school, where, according to the traditional approach to language education in our educational system, the emphasis is put on mastering the linguistic competence. Such a sudden change, which does not necessarily correspond to the development of the child's cognitive abilities, could cause problems even to children living in exclusively monolingual environment (where the bilingualism/plurilingualism is defined as existence of two or more idioms of any kind, including dialects of the respective standard language). The problem is even more visible in plurilingual communities, where the increasing discrepancy between metalinguistic knowledge and linguistic competence often leads to a sudden and articulated negligence of the communicational competence. Such an approach in the linguistic education is burdened with many potential dangers, not only on the linguistic level, but with respect to the whole development of an individual as well, taking into account his cognitive, psychological and sociological characteristics. The consequences are even worse if the child is faced with some difficulties in its linguistic development. We discuss in this paper some characteristics of the linguistic development in plurilingual communities, difficulties that may appear and the neglect of certain facts. We also suggest and outline some possible changes that could become a part of our educational reality.

jezično znanje, znanje o jeziku, višejezičnost, lingvistička kompetencija, komunikacijska kompetencija, obrazovanje

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