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Three official languages have emerged in the Balkan region that was formerly Yugoslavia: Croatian in Croatia, Serbian in Serbia, and both of these languages plus Bosnian in Bosnia-Herzegovina. Bosnian, Croatian, Serbian, a Textbook introduces the student to all three. Dialogues and exercises are presented in each language, shown side by side for easy comparison; in addition, Serbian is rendered in both its Latin and its Cyrillic spellings. Teachers may choose a single language to use in the classroom, or they may familiarize students with all three. This popular textbook is now revised and updated with current maps, discussion of a Montenegrin language, advice for self-study learners, an expanded glossary, and an appendix of verb types. It also features: • All dialogues, exercises, and homework assignments available in Bosnian, Croatian, and Serbian • Classroom exercises designed for both small-group and full-class work, allowing for maximum oral participation • Reading selections written by Bosnian, Croatian, and Serbian authors especially for this book • Vocabulary lists for each individual section and full glossaries at the end of the book • A short animated film, on an accompanying DVD, for use with chapter 15 • Brief grammar explanations after each dialogue, with a cross-reference to more detailed grammar chapters in the companion book, Bosnian, Croatian, Serbian, a Grammar.

Bosnian, Croatian, Serbian, a Grammar analyzes and clarifies the complex, dynamic language situation in the former Yugoslavia. Addressing squarely the issues connected with the splintering of Serbo-Croatian into component languages, this volume provides teachers and learners with practical solutions and highlights the differences among the languages as well as the communicative core that they all share. The first book to cover all three components of the post-Yugoslav linguistic environment, this reference manual features: · Thorough presentation of the grammar common to Bosnian, Croatian, and Serbian, with explication of all the major differences · Examples from a broad range of spoken language and literature · New approaches to accent and clitic ordering, two of the most difficult points in BCS grammar · Order of grammar presentation in chapters 1–16 keyed to corresponding lessons in Bosnian, Croatian, Serbian, a Textbook · \"Sociolinguistic commentary\" explicating the cultural and political context within which Bosnian, Croatian, and Serbian function and have been defined · Separate indexes of the grammar and sociolinguistic commentary, and of all words discussed in both

In this manuscript, we present our efforts to develop an accurate sentiment analysis model for Bosnian-language tweets which incorporated three elements: negation cues, AnA-words (referring to maximizers, boosters, approximators, relative intensifiers, diminishers, and minimizers), and sentiment-labeled words from a lexicon. We used several machine-learning techniques, including SVM, Naive Bayes, RF, and CNN, with different input parameters, such as batch size, number of convolution layers, and type of convolution layers. In addition to these techniques, BOSentiment is used to provide an initial sentiment value for each tweet, which is then used as input for CNN. Our best-performing model, which combined BOSentiment and CNN with 256 filters and a size of 4×4, with a batch size of 10, achieved an accuracy of over 92%. Our results demonstrate the effectiveness of our approach in accurately classifying the sentiment of Bosnian tweets using machine-learning techniques, lexicons, and pre-trained models. This study makes a significant contribution to the field of sentiment analysis for under-researched languages such as Bosnian, and our approach could be extended to other languages and social media platforms to gain insight into public opinion.

After Yugoslavia collapsed in 1991 Serbo-Croatian disintegrated. Using his first-hand observations before and after communism Robert Greenberg describes how the languages of Croatia, Bosnia, Kosovo, Serbia, and Montenegro came into being and shows how their genesis reflects ethnic, religious, and political identity.

The aim of this study was to analyze the errors in the speech of pre-school children with sigmatismus in the Bosnian/Croatian/Serbian language, in terms of frequency of occurrence of certain types of incorrectly pronounced sounds in the group with sigmatismus, as well as to analyze the occurrence of sigmatismus and sigmatismus in combination with lambdacismus and rhotacismus, in dependence of the gender, the age of the subjects and their place of residence. The testing was executed on a sample of 1600 subjects, with chronological age from three to seven years, from both genders. The subjects were divided in relation to their place of residence. The articulation status of the subjects was examined. The results showed that the sigmatismus alone was the most common articulation disorder, compared to the combinations of sigmatismus with other types of articulation disorders. Sigmatismus occurred most often in the form of distortion and in a combination as distortion-substitution. The most frequent incorrectly pronounced sounds from the group with sigmatismus were the sounds [3], [∫], [s] and [z]. The female subjects showed better articulation of sounds from the group with sigmatismus. The frequency of sigmatismus slightly decreased with the increase of the chronological age of the subjects. The results showed that the subjects from urban areas in general have a higher incidence of this articulation disorder. There are no statistically significant differences between the groups of subjects (subjects who had solely sigmatismus, subjects with sigmatismus and rhotacismus and subjects with sigmatismus and lambdacismus) in relation to their place of origin and their gender. Having in mind the persistence of this speech disorders in pre-school age and the outcome of the results, it is important to ensure continuous monitoring process of the children even at this age, and at the same time provide careful and detailed assessment of the children who already have a sigmatismus, in order to offer timely treatment and work with these children. Целта на ова истражување беше да се анали- зираат грешките во говорот на децата од предучилишна возраст со сигматизам во бо-санскиот / хрватскиот / српскиот јазик, според фреквентноста на појавата на одредени ти-пови на неточно изговарање на гласови кај групата со сигматизам, како и анализа на по- јавата на сигматизмот и сигматизмот во ком- бинација со ламдацизам и ротацизам споредполот, староста на испитаниците и нивното место на живеење. Тестирањето беше спро- ведено врз 1600 испитаници, на хронолошкавозраст од три до седум години, од двата пола. Испитаниците беа поделени според местото на живеење. Беше испитан степенотна артикулацијата кај испитаниците. Резул-татите покажаа дека сигматизмот беше нај-често артикулациско нарушување, спореден со комбинирање на други типови на артику-лациски нарушувања. Сигматизмот најчестосе појавува во форма на деформирање и во форма на деформирање-замена. Најчесто не-точно изговорените гласови од групата со сигматизам беа [font-family: Tahoma;ʒ], [font-family:\"Lucida Sans Unicode\"; ʃ], [s] и [z]. Женските испитаници покажаа подобра артикулација на гласовите од групата со сигматизам. Фреквенцијата на сигматизам се намали до некој степен со зголемување на хронолошка- та возраст. Резултатите покажаа дека кај ис- питаниците од урбаната средина, општо сме-тано има повисока појава на ова артикула- циско нарушување. Не постојат статистички значајни разлики помеѓу групите на испита-ници (испитаници кои имаа сигматизам, ис- питаници со сигматизам и ротацизам и испи- таници со сигматизам и ламдацизам) според местото на нивното потекло и според полот. Имајќи ја предвид упорноста на ова говорно нарушување кај децата на предучилишна воз- раст, како и овие резултати, многу е важно дасе осигура набљудување на појавата дури и на оваа возраст, но исто така да се прават внимателни и детални оценки за децата кои веќе имаат сигматизам, со цел да се обезбеди навремен третман и работење со тие деца.

A Bosnian Swedish writer considers how extreme nuances and barely perceptible differences, which signify no change in the core meaning of a word, still evoke connotations that widen gaps between us rather than allowing us to trivas with words.

In this paper, we present a corpus for heritage Bosnian/Croatian/Montenegrin/Serbian (BCMS) spoken in German-speaking Switzerland. The corpus consists of elicited conversations between 29 second-generation speakers originating from different regions of former Yugoslavia. In total, the corpus contains 30 turn-aligned transcripts with an average length of 6 min. It is enriched with extensive speakers’ metadata, annotations, and pre-calculated corpus counts. The corpus can be accessed through an interactive corpus platform that allows for browsing, querying, and filtering, but also for creating and sharing custom annotations. Principal user groups we address with this corpus are researchers of heritage BCMS, as well as students and teachers of BCMS living in diaspora. In addition to introducing the corpus platform and the workflows we adopted to create it, we also present a case study on BCMS spoken by a pair of siblings who participated in the map task, and discuss advantages and challenges of using this corpus platform for linguistic research.

The present paper reports on the development of Bosnian/Croatian/Serbian Novice and Intermediate Chatbots at Arizona State University. The principal AI platform used for this course is MyAI Builder, an open AI development tool. In the initial phase of this project, from the summer of 2000 to the Fall of 2022, materials to be used as the input for the platform were gathered. Various lexical lists and other materials were gathered along with developing an interactive platform. Next, numerous materials were selected by student researchers supported by ASU Melikian Center Research Grants. This is of particular importance given that it is likely to increase the interest of their fellow students in them. The two chatbots were created in the fall of 2024 and their testing has started. The paper reports on the first, overwhelmingly positive, round of feedback from students, which, at this point, is just the first indication of the chatbots’ performance. There are several takeaways from this project. First, it is important to emphasize the benefits of using open AI platforms that enable control of the knowledge base and thus limit the number of hallucinations. Second, it is important to involve students in developing this educational platform so that the content is appealing to prospective users. Third, it is important to integrate existing pedagogical and reference materials into this platform. Finally, finding the most suitable large language model is of the utmost importance.