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Language Teaching Research Quarterly

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New Challenges in Accounting and Finance

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Individual Differences in Language Education: An International Journal 

Feedback Research in Second Language 

Management Issues in Healthcare System

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The development of language competences is the fundamental goal of educational documents at the world (Eight Key&nbsp;Competencies for Lifelong Learning, 2008; 2020), European (CEFRL, 2015) and national level Curriculum for the subject&nbsp;Croatian language for elementary schools and high schools (2019). This implies the development of language communication&nbsp;and linguistic competence. In the process of primary school language learning, it is important to develop&nbsp;linguistic and communicative competence, which includes sociolinguistic, strategic and pragmatic competence, but also&nbsp;intercultural competence. Intercultural competence is most often defined as competence in which knowledge of elements&nbsp;of different cultures that are in contact with the dominant culture is developed or the child gets to know them through&nbsp;different contents in order to understand the world in which he lives. In Croatian language classes, the child most often&nbsp;encounters this competence through various texts that are written from the perspective of another culture or talk about&nbsp;different cultures that live in the Republic of Croatia, as well as outside it. Thus, a child will, for example, learn something&nbsp;about the eating habits of the British if he reads E. Blyton's novels Five Friends and the like. Therefore, the goal of this&nbsp;research is to analyze textbooks and reading books for the teaching of the Croatian language from the third to the sixth&nbsp;grade and to find elements of intercultural competence in the texts through qualitative analysis. It is expected that crosscultural&nbsp;elements will most often be found in the starting texts and that most of the texts will belong to the Anglo-Saxon&nbsp;linguistic and cultural area.

sem.2022.12.04.pdf

Original Research 

sem.2022.12.04.xml

Intercultural Competence in Textbooks of Croatian as a Mother Tongue

Like&nbsp;many other areas, the educational system is challenging during the time of&nbsp;pandemic of the coronavirus. In the first half of the 2020 year, many schools&nbsp;had online lessons. The same situation was in Croatia, where we had online&nbsp;teaching from March to May in all elementary schools. Thus, the educational&nbsp;system started with fast-changing in terms of online teaching and learning&nbsp;methods. Distance learning has brought many families into specific situations&nbsp;because the help is normally provided to students by the teacher; in this&nbsp;situation, the parent had to do it. Because of that, parents were in a&nbsp;situation where they had to work online or “in vivo” and help their children&nbsp;learn new content.&nbsp;This was especially&nbsp;difficult for parents with a slightly lower level of education, parents who&nbsp;spent much time away from home at work, and especially for parents whose&nbsp;livelihoods called into question their lives, so in addition to organisational,&nbsp;some other socio-economic and emotional difficulties. Thus, this paper aims to&nbsp;research parents’ attitudes about distance learning and their role in these&nbsp;situations during the school year 2020/2021. As we expected, teachers wanted&nbsp;more cooperation with parents and parents wanted more understanding from&nbsp;teachers and not so many exercises in a short time.&nbsp;

sem.2020.08.02.pdf

sem.2020.08.02.xml

The Role of Parents during the COVID-19 Pandemic in Croatia