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The Teachers Have Spoken: Bosnian, Croatian, Montenegrin, and Serbian in U.S. College Classrooms

Bojan Belić
Friday, April 21, 2017 - 2:30pm
Padelford A216


Ronelle Alexander 2013:341 describes “[t]he current post-Yugoslav language situation” as “one of several distinct but closely related languages.” They appear to have come into being after what Robert Greenberg 1999:141 has termed the nominal language death of Serbo-Croatian, which “has resulted in the birth (or what some might call rebirth) of new ‘successor’ languages.” Greenberg 1999:155, however, indicates that “[t]hese new languages are by no means ‘instantly invented’ languages which still need to be taught to their speakers.” While this is true in general, it is also true that, much like Serbo-Croatian, these new languages still need to be taught to those who aren’t their native speakers. One environment in which this happens is detected at U.S. colleges, where these new languages are taught over a single class period.

            In this  talk, Prof Belić will address results of the online survey I conducted among teachers of Bosnian, Croatian, Montenegrin, and Serbian in U.S. college classrooms between December 19, 2016, and January 16, 2017. The results present a sketch of exactly how the teachers – and only to a certain extent their students, too – deal with the situation of four-languages-in-one-class-period.

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