| Abstract: | Examples of Learning the Slovenian Language in the Croatian Border Area along the Slovenian-Croatian Border: Then and Now The paper analyses the status of the Slovenian language in Croatia, with particular emphasis on the opportunities and modes of learning it in the border areas along the Slovenian–Croatian border. In Croatia, the Slovenian language has a dual role – it is both a minority language and the language of a neighbouring state. The paper provides an overview of the historical and institutional development of the Slovenian language in Croatia, as well as insights into current practices of language learning in primary and secondary schools. The analysis focuses on data collected through a survey of students attending Slovenian language classes under different educational models, as well as on an analysis of official documents and the relevant legislative framework. The introductory section highlights the importance of the institutional protection of the Slovenian language as a language of a national minority, emphasising that its presence in the public sphere remains limited. The historical overview indicates that during the period of Yugoslavia, there were no opportunities for the institutional learning of Slovenian, which resulted in weak intergenerational language transmission and predominantly passive knowledge of the language among younger members of the Slovenian community. Following Croatia’s independence and the adoption of relevant legislation on the rights of national minorities (2000, 2002), opportunities for the institutionalised learning of Slovenian emerged. Supplementary classes in the Slovenian language and culture were first introduced in Split in the 1993/94 school year. Subsequently, three main models of learning Slovenian were developed: Supplementary Instruction (DPS), the subject Slovenian Language and Culture according to Model C, and projects implemented in cooperation with primary schools, particularly in Varaždin County. The methodological section presents two sources of data: an analysis of official documents from Croatia and Slovenia (desk research) and the results of a survey conducted among primary and secondary school students attending Slovenian language classes. The survey was conducted at the end of 2021 and included 109 primary school students and 86 secondary school students, with a gender distribution of 54:45 (primary schools) and 77:23 (secondary schools). The research shows that the vast majority of students do not speak Slovenian as their mother tongue. Only 2% of primary school students reported Slovenian as their exclusive mother tongue, whereas all secondary school students reported Croatian as their mother tongue. This confirms the hypothesis of weak language transmission within families. Nevertheless, students expressed a high level of motivation to learn Slovenian. The most common reasons include the desire to learn an additional language (primary school: 90%; secondary school: 79%), liking the language, social interaction, excursions to Slovenia, and the possibility of studying in Slovenia. Among primary school students, emotional and social motivations are more pronounced, whereas secondary school students more frequently emphasise pragmatic reasons related to education and employment. A difference in the perception of the Slovenian language among students is also evident: younger students tend to perceive it as enjoyable and as a means of social connection, whereas older students view it as a useful competence, particularly in the context of studying and working in Slovenia. This indicates a shift in the perception of the Slovenian language—from a traditionally inherited language of a national minority to a functional language of a neighbouring country. Students report a high level of satisfaction with Slovenian language classes: 59% of primary school students and 46% of secondary school students stated that they were “very satisfied”, while an additional 37% and 50% respectively reported being “satisfied”. The most important elements of successful instruction, according to students, are the quality of teachers and a non-imposing, accessible approach to learning. A concerning finding is that Slovenian is very rarely used outside the classroom: only 2–4% of primary school students report speaking exclusively Slovenian with family members, while no such responses were recorded among secondary school students. Nevertheless, almost half of the students mention family ties with Slovenia as one of the motivations for learning the language. The conclusion emphasises the importance of preserving the Slovenian language through the education system. Strengthening institutional support, ensuring qualified teaching staff, and introducing Slovenian language education in regions without developed minority organisations are necessary steps. In addition to education, cultural content and media in the Slovenian language are also important in order to enable young people to maintain regular contact with the language. The author concludes that the Slovenian language in Croatia is increasingly shifting from the role of a language used exclusively within a minority community towards a functional instrument of cultural and educational connectivity with Slovenia. This opens up opportunities for its further affirmation within the context of European multilingualism, regional cooperation, and the personal development of students. |
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