Martina Podboj

Reading is a unique interactional practice in the drag queen community. It refers to leveling witty and often cutthroat mock insults at fellow drag queens, with an aim of throwing shade . In this paper, I examine the discourse of the ‘reading challenge’, a staple of RuPaul’s Drag Race ( RPDR ), an internationally popular drag queen reality TV show (2009–). In the first part, I review central concepts surrounding drag performance and the phenomenon of RPDR and summarize relevant sociolinguistic literature about drag queen speech and the practice of reading . In the second part, I describe the RPDR reading challenge as a unique discursive genre and analyse its performative structure, themes, and most prominent strategies that queens use to construct felicitous reads and throw shade. The analysis demonstrates that this genre relies on camp language and highly ritualized, repetitive, and recontextualized performance of reading, framed by requirements of mass-consumed reality TV.

Izbjeglice, tražitelji azila i druge ranjive skupine migranata specifična su kategorija učenika inog jezika koja postaje sve brojnija u današnjem društvu, zbog čega se konteksti poučavanja, ali i potrebne vještine poučavatelja jezika dinamično mijenjaju. Klasično institucionalno poučavanje u okvirima nastavnih kurikula i modula zamijenili su nefor-malni, nestandardni i improvizirani konteksti poučavanja usmjereni na vrlo specifične potrebe ranjivih učenika jezika. U Hrvatskoj je volontersko poučavanje jedan od brojnih neizostavnih oblika podrške izbjeglicama te se najčešće javlja kao potreba zbog manjka dostupnih tečajeva usmjerenih na specifične potrebe učenika, odnosno kao ad hoc aktivnost koja proizlazi iz njihovih stvarnih svakodnevnih potreba. Posljedično, poučavatelji nisu nužno nastavnici jezika, a često, izuzev kroz kraće neformalne edukacije i radionice, nisu osposobljeni za rad s tako specifičnom kategorijom učenika. Primjerena osposobljenost poučavatelja za nastavu jezika jedan je od preduvjeta uspješnog poučavanja, posebice kada je riječ o ranjivoj skupini učenika koju odlikuju različitost kulturnog nasljeđa, proživljena traumatična iskustva, a nerijetko i niži stupanj formalnog obrazovanja te nepoznavanje (latiničnog) pisma. Sve navedeno osim metodičkih i jezičnih znanja i kompetencija zahtijeva i visoku razinu međukulturne kompetencije i razumijevanje načela inkluzivne nastave. U ovom su radu prikazani rezultati istraživanja u kojem je sudjelovalo 28 ispitanica i ispitanika koji volonterski jezično osposobljavaju izbjeglice u različitim kontekstima poučavanja. Daje se uvid u njihove stavove o poučavanju hrvatskog jezika za izbjeglice, percepciju vlastite uloge u tom procesu te stavove o kompetencijama koje smatraju važnima za takvu vrstu jezičnog osposobljavanja. Rezultati ukazuju na to da velika većina ispitanika i ispitanica ne smatra formalne kvalifikacije nužnima za uspješno poučavanje, ali misle da su dobrodošle. Kao najveće probleme i izazove poučavanja navode eksterne organizacijske probleme poput teškog ostvarivanja duljeg kontinuiranog poučavanja i opadanja ili manjka motivacije učenika. Kao izazovi se navode i složenost hrvatskog jezika te manjak i nedostupnost adekvatnih materijala za poučavanje izbjeglica te potreba za kontinuiranim, besplatnim i lako dostupnim tečajevima.
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The role and self-perception of volunteers teaching Croatian as a foreign language to refugees

Refugees, asylum seekers, and other vulnerable migrants make a specific, increasingly growing category of foreign language learners, which brings about dynamic changes in established language teaching contexts and the expected skills of language instructors. Traditional institutional teaching within curricula and modules is being replaced by informal, non-standard, and improvised contexts of language teaching aimed at the specific needs of these vulnerable learners. In Croatia, volunteer language teaching is one of many indispensable forms of support for refugees and typically occurs due to a lack of available language courses designed for the specific needs of these learners, or as an ad-hoc activity emerging from their everyday needs. Oftentimes, volunteer language instructors are not certified or experienced language teachers, and apart from participating in short informal workshops and seminars, they are not formally equipped to work with such vulnerable learners. Appropriate teacher qualification is seen as one of the fundamental prerequisites of successful teaching, particularly in contexts where learners have different cultural backgrounds, experiences of prolonged trauma, lower education levels and literacy challenges, or have no knowledge of the (Latin) alphabet. Therefore, besides linguistic knowledge and teaching method skills, teaching vulnerable groups requires a high level of intercultural competence and understanding of the principles of inclusive teaching. This paper presents findings from a study conducted among 28 participants, who are volunteer teachers of Croatian for refugees in various contexts. The study demonstrates volunteers’ attitudes about teaching Croatian to refugees, the perception of their role in this process, and their attitudes about the competencies necessary for this type of language instruction. Results show that the majority of respondents do not consider formal credentials and certifications necessary for successful teaching but that having them is a valuable asset. Respondents identify external organizational problems such as the difficulty in organizing continuous teaching or the lack and decline in learner motivation as the main problems of their teaching experience. They mention challenges such as the complexities of the Croatian language and the lack of appropriate teaching materials, as well as the lack of continuous, free, and available language courses for refugees.

Mentally I'm here. The role of deixis in 'small stories' on Twitter.
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[Abstract in English]
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Deixis, a semiotic resource present in all languages, is usually defined as a direct link between the linguistic structure and the context of utterance or speech event, which is why it is studied in the domain of pragmatics (Levinson 1983). Typical deictic resources are indexicals such as pronouns or adverbs (I, you, that, here, yesterday, etc.) that position speakers in relation to other aspects of the communicative context; other participants, space, time, and the text, i.e. the utterance itself. Building on contemporary approaches within discourse analysis, this paper aims to expand the understanding of deixis from its referential and textual function to its social embeddedness in the deictic field in different interactional contexts, with an emphasis on the practice of sharing experiences online. The study is informed by the theory of positioning in small stories (Georgakopoulou 2017a, 2017b), a particular type of narrative discourse. Compared to privileged and dominantly studied narrative genres such as narratives of personal experience, which are about some extraordinary, linear events from the past (Podboj 2020), small stories encompass a wide range of short, elliptic accounts about mundane, trivial, everyday situations, ongoing events, or events that have just happened. Social networks, where a great amount of communication occurs nowadays, are designed in a way that particularly favours sharing of such narrative formats. The aim of the paper is to illustrate the role of deixis in the process of affective positioning (Giaxoglou 2015) on social networks by analysing examples of sharing on Twitter. Special emphasis is given to the processes of entextualisation (Androutsopoulos 2014, Leppänen et al. 2014) and the multimodal construction of discourse through the combination of verbal and visual semiotic resources. The main conclusion of the study is that small stories shared on Twitter favour a multimodal construction of deixis, with an aim of affective positioning of the author.

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[Abstract in Croatian]
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Deiksa, semiotički resurs prisutan u svim jezicima, definira se kao izravna poveznica između jezične strukture i konteksta jezične upotrebe te ju se smješta u domenu pragmatike (Levinson 1983). Deiktička su sredstva indeksikali poput zamjenica i priloga (ja, ti, onaj, ovdje, jučer itd.) koji govornika smještaju u odnos s ostalim obilježjima komunikacijskog konteksta: sugovornicima, prostorom, vremenom i samim tekstom, odnosno iskazom. U ovom se radu na tragu suvremenih diskursnoanalitičkih pristupa uvriježeno poimanje deikse proširuje s referencijske i tekstne funkcije na društvenu uronjenost deiktičkog polja u interakcijskim kontekstima, s posebnim naglaskom na praksu dijeljenja iskustava na društvenim mrežama. Istraživanje se oslanja na teoriju pozicioniranja u malim pričama (eng. small stories, Georgakopoulou 2008, 2017), posebnoj vrsti narativnog diskursa. Za razliku od dominantno proučavanih narativnih žanrova poput narativa o osobnom iskustvu, tj. duljih iskaza o kakvim izvanrednim, uzročnoposljedičnim događajima iz prošlosti (Podboj 2020), male priče su kratki, eliptični iskazi o banalnim, trivijalnim svakodnevnim situacijama, događajima koji su u tijeku ili u su se upravo dogodili. Društvene mreže, na kojima se odvija ogroman udio komunikacije danas, dizajnirane su tako da svoje korisnike potiču upravo na učestalo dijeljenje takvih narativnih obrazaca. Namjera je ovog rada na primjeru objava na Twitteru ilustrirati ulogu deiktika u specifičnim procesima afektivnog pozicioniranja (Giaxoglou 2015) koje se javlja prilikom dijeljenja iskustava i stanja na toj popularnoj društvenoj mreži. Poseban je naglasak smješten na ulogu procesa entekstualizacije (Androutsopoulos 2014, Leppänen et al. 2014) i multimodalnog oblikovanja diskursa kroz kombinaciju verbalnih i vizualnih semiotičkih resursa. Glavni zaključak istraživanja jest da se u malim pričama dijeljenim na Twitteru deiksa iskazuje multimodalno, s ciljem afektivnog pozicioniranja autora.

This paper presents findings from a qualitative analysis of online earthquake testimonials posted on LastQuake, a mobile app designed by the European Mediterranean Seismological Centre (EMSC) that alerts populations about earthquakes in real-time and gathers testimonies from earthquake experiencers. The aim of the analysis is to illustrate notable aspects of narrativity and discursive strategies that users in Croatia employed when digitally sharing their experiences of earthquakes during the intensive seismic activity from March 2020 to March 2021. A corpus of over 31 thousand testimonials relating to 32 representative earthquakes from that period was analysed with an aim to describe the features of this peculiar online genre. The theoretical and methodological framework of the study was informed by the “small stories” paradigm (Georgakopoulou 2013, 2017a, 2017b), a prominent sociolinguistic approach to the analysis of narratives and identities that focuses on a range of discursive activities that are underrepresented or not recognized as stories in traditional narrative studies. This analysis shows that although the app was not designed as an interactive social networking platform, over time, posters have formed a digital community of practice, i.e. a “networked public” (boyd 2011), by ‘tweaking’ the affordances of the app and enacting new, unexpected practices of participation. The structural and thematic analysis of the testimonials illustrates that posters employ a wide range of networked practices of stancetaging (Giaxoglou and Johansson 2020), not only to report on felt earthquakes, but also to express frustration, fear, and support; to argue, joke, troll, spread conspiracy theories, and call posters to stop commenting on minor seismic events. The rich genre proliferation of online earthquake testimonials shows how this type of digital storytelling can be informative about the socially complex impact of earthquakes and the use of various narrative strategies for the representation of earthquake-related anxiety, stress, and trauma.

U radu je predstavljena narativna analiza kao kvalitativna metoda opisa nadrečenične razine jezika usredotočena na strukturu i društvenu ulogu narativa kao specifi čnog diskursnog žanra, što je u domaćoj lingvističkoj tradiciji dosad neistraženo područje. U prvom dijelu rada prikazan je kratak povijesni pregled razvoja i istaknuti trendovi narativne analize u lingvistici, sociolingvistici i različitim analizama diskursa, s osobitim naglaskom na analizu identitetske konstrukcije u narativnom diskursu. U drugom dijelu rada nudi se jedan mogući model narativne analize temeljen na spozna-jama proizašlima iz empirijskog istraživanja o konstrukciji identiteta u narativima o osobnom iskustvu migracije. //
This  paper  presents  narrative  analysis  as  a  qualitative  research  method  focused  on  language  at  the  suprasentential level and on the structure and social function of narrative as a specific discursive genre, which is a rather under–researched area in Croatian linguistics. Th  e  first part of the paper presents a short historical overview of the development and current trends of narrative analysis in linguistics, sociolinguistics, and various discourse analyses, with a special emphasis on the inquiry into identity construction in narrative discourse. Th  e second part introduces a possible model of narrative analysis, based on findings from a larger empirical research on identity construction in personal narratives of migration.

This study discusses the notion of agency in language and how it is constructed in narrative discourse. It does so by looking into linguistic devices and discursive strategies that speakers employ when recounting their personal experiences in narrative form in order to negotiate their and other social actors’ agency and, by extension, discursively construct various identity positions. The argument presented is that agency should be studied as a discursive phenomenon, and for narrative discourse, this means taking into account how agency emerges in the interplay of different layers of narrative context, i.e., the story world, the storytelling world, and the wider social context in which the first two are embedded. The analysis, based on a corpus of narratives of personal experience of migration told by female migrants from Croatia, focuses on two most prominent devices for agency construction in Croatian: pronominal shift and constructed dialogue. Systematic usage of these linguistic devices across narrative context results in discursive strategies of (de)agentivisation, generalisation, and delayed agency, which are further discussed in the paper.

This doctoral dissertation presents a qualitative study of linguistic devices employed in discursive construction of identity in narratives of personal experiences told by ten young, highly educated females who emigrated from Croatia in the 2010s. The study is in line with existing copious research in discourse analysis and sociolinguistics that focuses on narrative discourse and narrative interaction as quintessential acts of identity construction and expression. The aim of the research is twofold. Firstly, it aims to describe the complexity of the genre of narrative of personal experience from a linguistic point of view. Secondly, it seeks to understand how various aspects of individuals’ identities are contested, constructed, and performed in narrative discourse throughout the experience of migration, more specifically, within the context of the intensified emigration from Croatia in the 2010s.

Narativi su spontani, ali istovremeno strukturno visoko organizirani jezični ostvaraji pomoću kojih jezično oblikujemo i organiziramo životna iskustva i na taj im način dajemo smisao. No oni su ujedno i primarno mjesto izražavanja individualnih i kolektivnih identiteta, zbog čega su izrazito važan objekt istraživanja u brojnim humanističkim i društvenim znanostima. Stoga i lingvističko istraživanje narativa, proizašlo iz analize diskursa i sociolingvistike, proučava diskursno konstruiranje identitetskih kategorija poput pripadnosti, istosti, različitosti i sl. izraženo jezičnim sredstvima u pisanom i govornom jeziku. U ovom je radu na primjeru kvalitativne analize narativa osobnog iskustva predstavljena jedna moguća metoda analize konstrukcije identiteta u migrantskom diskursu, najvećim dijelom utemeljena na pristupu prikazanom u Reisigl i Wodak (2009). Istraživanje je problemski orijentirano i uvjetovano empirijskim podacima, a temelji se na teorijskim postavkama poststrukturalističke teorije identiteta, teorije narativa te kritičke analize diskursa.

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Narratives are highly spontaneous but at the same time structurally well-organised linguistic acts that help us shape experiences, organise them linguistically, and give them meaning. Furthermore, narratives represent a primary locus for expressing individual and collective identities, which makes them an increasingly important object of study in humanities and social sciences. Consequently, linguistic study of narrative, which emerged from sociolinguistics and discourse analysis, investigates
discursive construction of categories such as belonging, sameness, difference, etc. expressed by linguistic means in spoken or written language. This paper presents a possible method, mostly based on Reisigl and Wodak (2009) for analysing identity construction in migrant discourse exemplified by a qualitative analysis of a personal experience narrative. The research is data-driven and problem-oriented, following
poststructuralist identity theory, theories of narrative, and critical discourse analysis.

Studijski se boravak u inozemstvu danas smatra nezaobilaznom etapom u akademskome životu svakoga studenta; bilo da ga motivira puka znatiželja, akademsko napredovanje ili učenje jezika. Globalizacija i nikad intenzivnije migracije dovele su do toga da su interkulturne
učionice stranoga jezika više pravilo nego iznimka. Naime, u sklopu velikih programa razmjene kao što je ERASMUS sve veći broj stranih studenata dolazi u Hrvatsku te uči hrvatski, a najviše ih je na Croaticumu Filozofskoga fakulteta u Zagrebu. Za primijenjenu lingvistiku i OVIJ studijski je boravak u inozemstvu vrlo plodan fenomen za istraživanje,
no još uvijek nije dovoljno istražen i opisan. Naime, opće je prihvaćeno mišljenje da boravak u stranoj zemlji djeluje izrazito povoljno na usvajanje ciljanoga jezika, a uronjenost u autentično jezično okruženje za vrijeme studija u inozemstvu uzima se zdravo za gotovo. Ipak, dosadašnja komparativna istraživanja pokazuju da osim za jezičnu vještinu govora, učenje jezika za vrijeme studija u inozemstvu nema bitnih prednosti u odnosu na intenzivno učenje jezika kod kuće (Freed 1995, DuFon i Churchill 2006, Block 2007). Razlozi su tome višestruki: od individualnih razlika do mikrokonteksta i makrokonteksta formalnoga
učenja jezika. Osim toga, studiranje u inozemstvu, kao kontekst dodira s drugim kulturama i jezicima, ima važnu ulogu u konstrukciji identiteta studenata te pozicioniranju sebe i ostalih društvenih aktera. Cilj je rada predstaviti najvažnije spoznaje istraživanja ovoga područja, jer one mogu biti koristan dodatak već bogatoj teoriji i praksi poučavanja inojezičnoga
hrvatskoga, ali i osobito korisne smjernice lektorima koji se svakodnevno u nastavi susreću sa studentima na razmjeni.

Studying abroad is viewed as a quintessential stage of the studying experience for every student today, whether it is motivated by mere curiosity, academic achievement, or linguistic gains. Globalisation and ever-expanding migration have made intercultural language classrooms the rule rather than the exception, which is also the case with L2 Croatian. Namely, an increasing number of study-abroad students
come to Croatia via large exchange programs such as ERASMUS, where they also learn the Croatian language, most notably at Croaticum at the Faculty of Humanities and Social Sciences in Zagreb. The study abroad context is potentially a very rich phenomenon for inquiry in applied linguistics and second language acquisition research, which is still relatively underdeveloped. It is widely regarded that living abroad
has an extremely beneficial influence on the process of language acquisition, and immersion in an authentic linguistic environment while studying abroad is taken for granted. However, when the study abroad context is compared to intensive learning at home, research to date shows that, apart from speaking, there is no significant improvement in other language skills (Freed 1995, DuFon and Churchill 2006, Block 2007). There are many reasons for this: such as the individual differences or the micro-and macro-contexts of language learning. Additionally, studying abroad, as a specific context of contact between cultures and languages, plays a significant role in how student construct identity their positioning in relation to other social actors. Consequently, these findings represent a useful addition to the already rich theory
and practice of teaching Croatian as L2, which is why they could especially be useful for lecturers that interact with study abroad students on a daily basis.

For the past two decades, identity has been recognised as one of the key constructs in applied linguistics, and has taken a central role in different second language learning contexts (Block 2007). Following the poststructuralist paradigm, in contrast to essentialist and structuralist perspectives, identity is seen as a dynamic process, constructed discursively in language use (De Fina et al. 2006). Since identity and language are inseparable (Tabouret-Keller 2000), studying speakers’ identity in second language learning is of great significance, especially in the case of heritage language. Not only does knowing another language change the speakers’ view of the world (Burck 2008), in case of heritage language it also has a specific influence on constructing individual and group identity/ies. In this paper I will discuss the relationship between language competence and identity construction of heritage learners and speakers of Croatian. Heritage language learners differ greatly from other language learners in terms of their language needs and motivation (Cvikić et al. 2010). Hence studying the fragmented, complex, and dynamic quality of identity is crucial for understanding the process of language learning and identity construction of heritage language learners, as well as understanding the fluidity of personal and group identity/ies, positioning, and belonging.
Key words:  identity, heritage language, identity construction, Croatian as a heritage language

Unazad dvadesetak godina, identitet se u primijenjenoj lingvistici počeo promatrati kao jedan od ključnih konstrukta i kao takav je zauzeo važno mjesto u različitim kontekstima učenja stranog jezika (Block 2007). Slijedeći poststrukturalitsičku paradigmu, za razliku od esencijalističke i strukturalističke perspektive, identitet se poima kao dinamičan proces uvijek nanovo diskurzivno konstruiran u jezičnoj uporabi (De Fina et al. 2006). Budući da su identitet i jezik neodvojivi (Tabouret-Keller 2000), u kontekstu ovladavanja drugim ili stranim jezikom proučavanje je identiteta govornika neizostavno, a osobito je to važno u slučaju nasljednog jezika. Osim što ovladavanje novim jezikom utječe na poimanje svijeta (Burck 2008), u slučaju nasljednog jezika ono na specifičan način utječe i na konstrukciju individualnog/ih i grupnog/ih identiteta. U ovom radu bavim se pitanjem utjecaja razine jezične kompetencije na konstruiranje identiteta nasljednih govornika hrvatskog jezika. Nasljedni govornici ili učenici nasljednog jezika po svojim se specifičnim jezičnim potrebama i motivaciji razlikuju od ostalih učenika stranih jezika (Cvikić et al. 2010) stoga je proučavanje rascjepkanosti, složenosti i dinamičnosti identiteta ključno za razumijevanje procesa učenja nasljednog jezika i konstruiranja identiteta nasljednih govornika, kao i za shvaćanje fluidnosti osobnog/ih i grupnog/ih identiteta, pozicioniranja i osjećaja pripadnosti.
Ključne riječi: nasljedni jezik, identitet, konstruiranje identiteta, hrvatski kao nasljedni jezik

Celebrity pregnancy experiences are a common topic in entertainment media and popular magazines, which tend to represent them by consistent scrutiny of the pregnant and postpartum body (Sha and Kirkman 2009, Bedor & Tajima 2012, Gow et al. 2012) and by racializing and exoticizing celebrity pregnancy and motherhood (Tsaliki 2019).
This paper presents an ongoing study about the representation of celebrity pregnancy on online news portals in Croatia, with a specific focus on headlines. Since readers often get their first and often only impressions from headlines, analysing how they construct and normalize discourses about celebrity pregnancies is particularly called for.
Nowadays most media outlets rely heavily on their digital news portals since readers normally consume news online, given the rise of digital technology and internet. While earlier studies of headlines focused on their structure and style, more recent ones have noted that headlines play a central role in capturing audiences’ attention by inducing anticipation and curiosity so the readers would click or tap and read on (Blom and Hansen 2015). Furthermore, headlines often rely on sensationalizing as an attention-grabbing technique through the use of various discursive strategies, including semantic macrostructures and narrative formulas (Molek-Kozakowska 2013).
The data for this study was collected from popular Croatian online news portals over a period of 6 months and qualitatively analysed following the tenets of small stories and positioning analysis (Giaxoglou and Georgakopoulou 2021) and critical discourse studies (Wodak and Meyer 2016).
Preliminary results suggest that headlines about celebrity pregnancies tend to have a breaking-news quality and narrative-like (small story) structure with a resolution omitted, which creates the ‘click-baiting’ effect. They usually have some forward-referencing discourse marker that strategically works as a ‘teaser’ that can be filled only by reading the full article. Pregnant celebrities are repeatedly constructed through the lens of their age or appearance, e.g. hiding or revealing their baby-bumps, and are positioned as experiencers of a ‘blissful state’, or through their family roles as mothers and spouses. The wide availability of the medium suggests that these discursive strategies may lead to normalizing problematic discourses about pregnancy.

William Labov’s influential work (1972, 2013) and its later interpretation in sociolinguistics and discourse analysis have put forward what is now a widely accepted notion of narrative as primal linguistic means for organizing life experiences in a meaningful and coherent way. Additionally, narratives have become a privileged methodological tool for investigating how identities are constructed and negotiated in an ongoing process of meaning making (Schiffrin, 1996; De Fina, 2003; Bamberg et al., 2007). Here identities are understood from a social constructionist and poststructuralist perspective as dynamically constituted in talk and other social practices, rather than essential properties of a person. Therefore, the role of linguistic processes and strategies is fundamental in the creation, negotiation, and establishment of identities.
This paper presents preliminary results of research on identity construction in narratives of personal experience told by females who emigrated from Croatia to Canada and various Western European Countries in the 2010s. Narratives told by migrants are particularly productive sites for analysis of identity work since the experience of migration deeply affects one’s sense of self and belonging to larger communities. Following the notion of positioning (Bamberg, 1997), the main objective of this analysis is to investigate linguistic devices and strategies that narrators use to position themselves with respect to the story world, the interactional process of narration, and dominant discourses about migration. Since these three levels of positioning connect the local, interactional and wider, social contexts, this approach gives deeper insight into the interconnectedness of language, migration, and identity.

U globaliziranom svijetu poučavanje stranog jezika migranata važno je i osjetljivo područje koje se dodatno usložnjuje kada je riječ o izbjeglicama. Oni kao ranjiva skupina čine posebnu kategoriju učenika stranog jezika jer se u usporedbi s ostalim migrantima razlikuju po razlozima odlaska iz zemlje, što znatno utječe na njihovu motivaciju, sposobnost i spremnost na učenje. Uz teret već proživljenih, a najčešće neprocesuiranih trauma, susreću se s novima zbog ulaska u sustav vrijednosti nove kulture, koja im je teško dostupna, među ostalim i zbog
jezične barijere. U zemljama koje su se susretale s tim fenomenom dosta se piše o izbjeglicama kao posebnoj kategoriji učenika i metodičkom pristupu poučavanja jezika prihvatne zemlje (npr. Seufert 1999, Ullman 1997, Weinstein 1998, Florez 1998, Peyton i Crandall  1995). Kako se Hrvatska tek nedavno našla u sličnoj situaciji, tu je temu potrebno otvoriti s aspekta poučavanja inojezičnoga hrvatskoga. Postojeće programe i tečajeve valjalo bi stoga pogledati iz novoga kuta imajući u vidu svrhu nastave, odnosno potrebe učenika izbjeglica – što bitno mijenja teme, oblike i metode rada te izradu nastavnih materijala. Sve to stavlja poučavatelje inojezičnog hrvatskog u situaciju za koju nisu pripremljeni ni na jednoj glotodidaktičkoj razini. Ovim radom nastoji se pokrenuti razgovor i djelovanje u tom području, kako bi se toj marginaliziranoj skupini učenika olakšao barem jedan od brojnih izazova s kojima se moraju nositi tijekom boravka u prihvatnoj zemlji, a nastavnicima osvijestila važnost posebnog pristupa kao nadgradnje na njihova lingvistička i metodička znanja.

Ključne riječi: izbjeglice, osjetljive skupine učenika, inojezični hrvatski

In this paper I aim to discuss problems and challenges of developing efficient methods and techniques to analyse narratives of personal experience. Narrative analysis usually falls under broad notion of discourse analysis, which is traditionally qualitative and problem‐oriented, aiming to investigate various aspects of language in use. The recent narrative turn, i.e. the proliferation of works on narrative in a variety of disciplines within humanities and social sciences, meant that narratives as data and narrative analysis as method are employed for investigating a broad range of sociocultural phenomena (Baynham and De Fina 20005). In the structuralist tradition, Labovian sociolinguistic theory of narrative focused on the syntactic properties of narratives and the orderly sequence of events in narrative structure (Labov 1972). Postlabovian approaches, however, dealt with neglected aspects of narrative as linguistic interaction, such as universal and culture‐specific aspects of narrative, intertextuality, audience participation, etc. Furthermore, the conception of narrative as discursive genre within the critical discourse analysis paradigm (Fairclough 1989) underlined the need to relate narrative construction with issues such as power and inequality. Evidently, narrative is a phenomenon that resists straightforward definitions that every researcher would agree upon. It is certainly a versatile text‐type that can fulfil more than one discourse type (Georgakopoulou and DeFina 2012), so there is no one‐size, fit‐for‐all method for analysing narratives. Since narrative analysis deals with a broad array of inquiry topics, methodological choices often combine insights and techniques that come from different disciplines; sociolinguistics, linguistic anthropology, conversation analysis, and psychology, just to name a few. Consequently, methodological challenges regarding issues such as data‐gathering techniques, representation of text and talk (transcription conventions), analysis of gathered data, and triangulation, inevitably emerge. Here I want to discuss how qualitative investigation of narratives can be improved by
applying quantitative techniques associated with corpus linguistics, in order to triangulate research findings and reduce over‐ or under‐interpretation.

Poznavanje jezika prihvatne zemlje glavni je preduvjet da bi imigranti dosegli svoj pun potencijal i kao članovi društva doprinosili zajednici. No, u usporedbi s ostalim kategorijama migranata koji uče jezik prihvatne zemlje, iskustvo izbjeglica i tražitelja azila najčešće je obilježeno posebno traumatičnim pred- i postmigracijskim događajima. Također, zbog političke i ekonomske nestabilnosti i progona ta populacija nerijetko ima brojne prekide u tijeku obrazovanja ili nemogućnost pristupa obrazovnome sustavu uopće. Politički progoni, nasilje, mučenje, smrt i razdvojenost od bliskih osoba, iscrpljenost, glad i bolesti tijekom teškog putovanja itd. čimbenici su koji uzrokuju ozbiljne traume koje između ostaloga ometaju proces učenja jezika. U Hrvatskoj trenutno boravi sedamstotinjak tražitelja/ica azila, od čega je pedesetak djece, uglavnom izbjeglica s Bliskoga istoka i iz Afrike. Iako im RH zakonom jamči tečaj hrvatskoga jezika, u praksi ne postoji sustavno jezično obrazovanje tražitelja azila, a poduku provode volonteri, ovisno o svojim mogućnostima i materijalnim uvjetima prihvatilišta u Zagrebu i Kutini. Ta situacija dodatno otežava uključivanje djece u osnovno i srednje školovanje, a odraslima uskraćuje zakonom zajamčeno pravo na uključivanje u tržište rada. Stoga je nužna reakcija nadležnih institucija, ali i akademske zajednice u vidu organiziranja besplatnih tečajeva hrvatskoga jezika. To otvara brojna stručna pitanja o oblikovanju i provođenju takvih jezičnih programa te načinima, oblicima i metodama rada s ovom marginaliziranom skupinom potencijalnih učenika hrvatskoga kao stranoga jezika. Izrada nastavnih materijala koji bi osigurali brzo i praktično učenje hrvatskoga jezika na human i pristupačan način, uz naglasak na komunikacijsku kompetenciju, samo su neki od izazova za struku. Ključne riječi: izbjeglice, tražitelji azila, hrvatski kao strani jezik

Knowing the language of the receiving country is essential for immigrants in reaching their full potential and becoming contributing members of the society. However, compared to other migrant language learners, refugee and asylum seekers’ experience is filled with pre- and post-migration hardships and traumas. Furthermore, due to political and economic instability and displacement, they often face educational disruptions or are generally unable to access education. Political persecutions, violence, torture, death and separation from loved ones, exhaustion, hunger, and disease during harsh journeys, etc. cause serious trauma, which also impedes the process of second language learning. Currently, there are about 700 asylum seekers living in Croatia (about 50 are children), mostly refugees from the Middle East and Africa. Even though Croatian laws ensure language courses for asylum seekers, in reality there is no systematic language education, and teaching is done by volunteers, depending on their own possibilities and facilities of refugee shelters in Zagreb and Kutina. This additionally hinders the inclusion of children in elementary and secondary education and prevents adults from exercising their legal right to access the labour market. Therefore, a reaction of competent authorities and the academia is needed in order to organise free Croatian language courses. This opens many questions regarding course design and implementation and development of teaching methods for these marginalised potential Croatian as L2 learners. Designing course materials which would ensure fast and practical language learning and adopting a humane and understanding approach which focuses on communicative competence are just some of the challenges facing Croatian as L2 professionals. Key words: refugees, asylums seekers, Croatian as foreign language

Analysing natural-occurring talk is unimaginable without the study of narratives, since they represent a fundamental technique for linguistic structuring of human experience. These highly spontaneous, but at the same structurally well-organised linguistic acts, help us shape experiences, organise them linguistically, and give them meaning (Bamberg et al. 2007). But narratives also represent a primary locus for expressing individual and collective identities, which makes them and increasingly important object of study in humanities and social sciences (De Fina i Georgakopoulou, 2015). Consequently, linguistic study of narrative, which emerged from sociolinguistics and discourse analysis, investigates discursive construction of categories such as belonging, sameness, difference, etc. The experience of migration, whether being an exile, expatriate, refugee, or an economic migrant, strongly influences one’s sense of self, (re)defining one’s own and others’ identities and belonging to groups (De Fina 2003). By leaving one’s original surroundings, the migrant individual faces new possibilities and limitations of identity choices, which is reflected in certain linguistic and narrative strategies present in migrant discourse. This paper presents a qualitative analysis of a sociolinguistic interview with one female migrant, with special emphasis on sameness and difference, two complementary perspectives on positioning oneself and other actors in spatial and temporal dimensions of the migrant experience. Relation between the self and other actors of the experience is analysed on a semantic/thematic and lexical level. The former involved the analysis of topics widely present in the narrative (preparing to leave, the travel, arriving to a new town, job search etc.), whereas the latter focused on the analysis of temporal and spatial deixis and nomination of social actors. The analysis showed that discursive construction of migrant identity is characterised by constant tension between one’s needs and identifying with the group or space. This confirms existing research that migrant discourse is inherently ambivalent and constantly subject to continuous change (De Fina 2003, Krzyżanowski and Wodak 2008). Since in Croatian context narratives are studied within literary studies and philosophy, this research might put forward a proposal for similar qualitative research topics in applied linguistics in the future.

This paper tends to investigate how students of Croatian as second and foreign language use the Croatian pronominal address system in study abroad context. Since the majority of Croatian as L2 learners are exchange students with various cultural and linguistic backgrounds, this study-abroad classroom context is a clear site of intercultural communication. These students have their main prior experiences rooted in different cultures and languages but all communicate in one target language, therefore Croatian L2 classroom is seen as an interculture which doesn’t belong to any of the participants but is rather created in the course of interaction between students and teachers. Even though study abroad context holds a great potential for developing sociolinguistic and intercultural competence, it can also become a site of dynamic discursive struggle between L1 and L2 and intense comparison of the home and host culture (Block 2007). Since students come from different countries with different academic traditions and conventions, they dynamically co-construct elements from their existing cultural background and the knowledge of the Croatian context, which can especially be observed in addressing teachers and other colleagues. Correspondingly, mastering the Croatian pronominal address system, characterized by T- and V-forms, may represent a considerable difficulty for students. Acquiring appropriate T- and V- forms is usually studied within interlanguage research and sociolinguistic competence; however, due to the specific nature of the study abroad context, here it will be defined from the perspective of intercultural pragmatics (Kecskes 2014). A brief overview of Croatian pronominal address system is given with special emphasis on address conventions in the academic context and student – teacher interaction. Finally, teaching and the appropriateness of formal V-form and less formal T-form usage are discussed with regard to attitudes of teachers at Croaticum, Centre for Croatian as Second and Foreign Language at the Faculty of Humanities and Social Sciences in Zagreb.
Key words: Croatian as L2, study abroad context, intercultural pragmatics, T- and V- forms

In the prescriptive tradition, language standardisation is a process of variant reduction and creation of linguistic uniformity by regulating authorities, such as linguists, grammar book authors, and government institutions. Standardisation is motivated by various social, political, and commercial needs and often reflects and reinforces social class and power distinctions. It should therefore be understood as an ideology and a standard language as an idea in the mind, rather than a reality (Milroy & Milroy 1999) Standard Language Ideology (SLI) is based on the supposed existence of a standard form and functions through a set of discourses that advocate the principle that there is only one correct way of speaking or writing, which are kept alive in the public mind primarily through education systems, media, and other instances of public discourse. This paper describes the process of Croatian language standardisation in the past two decades and analyses the underlying issues of power and ideology through notions of Critical Discourse Analysis (Fairclough 1992, 2003). The effects of SLI in Croatian and English context are compared, noting that strict purist codification tendencies typical for the Croatian context are not an isolated case, but can also be found in a widely used language such as English.
Key words: language standardisation, standard language ideology, Standard Croatian, Standard English

Hrvatski i poljski flektivni su slavenski jezici kod kojih se red riječi u rečenici opisuje kao slobodan. Istraživanje procesa usvajanja stranog jezika pokazalo je da je red riječi, u odonsu na ostale jezične osobitosti, pod puno većim utjecajem prvog  i/ili materinjeg jezika, stoga se pretpostavlja da će poljski korisnici hrvatskog kao stranog jezika s lakoćom usvojiti red riječi u hrvatskom jeziku, zahvaljujući sličnosti između dvaju jezikâ. Međutim, kod studenta kroatistike u Poljskoj uočene su česte pogreške u redu riječi u hrvatskom jeziku, od kojih očekivano prevladava pogrešna uporaba enklitika, ali su brojne i one koje su uzrokovane negativnim prijenosom iz poljskog jezika. Ovaj rad iznosi rezultate malog istraživanja provedenog na studentima kroatistike Šleskog sveučilišta u Katowicama (Sosnowiec) te Sveučilišta Adama Mickiewicza u Poznanju (3., 4. i 5. godina studija), gdje je autorica boravila na stručnoj praksi za lektoricu hrvatskog jezika te kao stipendistica programa razmjene studenata Erasmus. Razlog je istraživanja prijeka potreba za povratnom informacijom studentima, koja bi im pomogla ubuduće izbjeći pogreške, ali i olakšati usvajanje sintaktičkih zakonitosti hrvatskog jezika. Tijekom analize pojavila se potreba za daljnjim i detaljnijim istraživanjem (analiza pogrešaka daje tek djelomičan uvid u problematiku, ali je indikativna) kojim bi se preciznije analizirale i sistematizirale pogreške, odabrao odgovarajući teorijski pristup usvajanju stranog jezika te ustanovili razlozi negativnog prijenosa. S obzirom da Poljska broji 5 lektorata hrvatskog jezika, ovakva će studija uvelike doprinijeti poučavanju hrvatskog kao stranog jezika, stoga su vrlo značajne pedagoške implikacije ovog istraživanja.