Bosnian, Croatian, Serbian, a Textbook: With Exercises and Basic Grammar

Preface to the Second Edition

xi  Preface to the Second Edition The second edition of Bosnian, Croatian, Serbian, A Textbook with Exercises and Basic Grammar contains several new features. These include • specific assignments and guidelines for self-study students • commentary on Montenegrin culture and the status of the Montenegrin language (see p. 87) • updated maps reflecting border changes in Serbia and Montenegro • a new Appendix 9, listing all verbs introduced in Textbook by verb and accentual type • expanded glossaries, including new vocabulary and more extensive referencing • revisions and additions both in the grammar and exercise sections Despite these changes the A exercises have remained unchanged, allowing one to continue to use the existing audio recordings (the only change is in the ordering of Lessons 16-19). Two sets of answer keys, one for the first edition and one for the second edition, are available at www.bcsgrammarandtextbook.org. Students: please read the Guide for Students on p. xiii ! Self-study learners should also read the Guide for Teachers p. xiv.  Preface to the First Edition When Yugoslavia broke up into smaller successor states, the language called SerboCroatian was replaced by Bosnian, Croatian, and Serbian. Accordingly, those who used to study Serbo-Croatian must now choose which of the three successor languages they wish to learn. Often they have no choice, and must simply study whichever of the three is being taught where they happen to be studying, and trust in the assurance that learning one will allow them to “get by” in either of the others. This book solves the problem by presenting all three together in a way that gives equal weight to each one. It demonstrates by example that although the three languages are very similar they are not identical: each has its own characteristic features. In particular, each expresses a unique historical and cultural identity. At the same time they are similar enough in grammar and vocabulary that they can be taught together in a single classroom. The advantages of this method are numerous. Students are able to choose which of the three languages they want to focus on, and are able at the same time to learn as much (or as little) as they wish about each of the other two. Teachers are able to work in a single class with students who choose to learn one or more than one of the three languages. Universities in a quandary about which of the three languages to offer may rest assured that all are covered. In short, this book restores a sense of balance to the study of the region. It is dedicated both to the practicality of learning that which is similar as a unit, and to teaching the recognition of that which is unique and separate in the cultures of Bosnia and Herzegovina, Croatia, Serbia, and Montenegro. Among the reading selections are three short stories written especially for this book, one each from Bosnia and Herzegovina, Croatia, and Serbia. Reading selections also include letters composed by natives of the three languages, and poems by poets representing the several cultural traditions throughout the region covered by BCS. We give basic dialogues in three versions, one each for Bosnian, Croatian and Serbian. Reading selections and illustrations also represent the three different languages and cultures. As the title of the book suggests, the ordering is always alphabetical: all three are given equal weight. In the construction of the dialogues and the choice of readings selections, we have attempted to strike a balance between that which is common to the three and that which is characteristic of each one’s unique identity. Whenever we speak of grammar or vocabulary common to all three ...