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Language Varieties Between Norms and Attitudes

South Slavic Perspectives- Proceedings from the 2013 CALS Conference

Edited By Anita Peti-Stantic, Mateusz Milan Stanojevic and Goranka Antunovic

This volume brings together thirteen articles presented at the 27 th International Conference of the Croatian Applied Linguistics Society held in Dubrovnik in 2013. The authors explore four groups of issues: stability and change at the intersection of the standard and other varieties; language policy and language attitudes in relation to the status of L1 and L2; bilingualism and multilingualism; translation solutions reaffirming and/or establishing the norm. The articles focus on the contemporary Croatian and Slovenian sociolinguistic situation, relating it to the current situation in Europe.
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Teaching one or more standards? Teaching Slovene—what, where, and for whom?

Abstract

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The paper focuses on the issue of what is actually taught when teaching Slovene language. Is only one standard language taught, or are multiple standard varieties taught? The hypothesis is that when teaching Slovene (not as a first) language, multiple varieties of standard Slovene exist. This article illustrates this hypothesis with examples from diverse teaching materials. “Central standard Slovene” is present and most widely accessible in the Slovene textbooks produced in Slovenia (in Ljubljana). This standard variety is also taught in academic institutions and elsewhere worldwide where these textbooks are used. Two other standard varieties appear to derive from urban regional centers at the edge of the Slovenian ethnic territory. They are primarily used in the Slovenian minority schooling systems in Italy and Austria, and from there they influence the teaching of Slovene as a second and foreign language in these particular geographical regions. The first is provisionally called “Trieste–Gorizia standard Slovene” and the second “Carinthian standard Slovene.”

This article focuses on the issue of what is actually taught when teaching Slovene (not as a first) language. Is only one standard language taught – or, in other words – does it make sense to teach only one standard that is supposed to unify all speakers of Slovene language regardless of their origin? Or is it perhaps more appropriate to teach different varieties of the standard language, depending on where it is taught and who is taught? The hypothesis is that in teaching Slovene language different varieties of...

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