This paper presents a qualitative content analysis of two key language education documents on learning other languages: Croatian Language Programme for Preparatory Classes and the Guide for German as Other Language in Primary School in North Rhine-Westphalia, Germany. The study examines educational attainments and expected competences across four linguistic categories:
(1) Listening,
(2) Speaking,
(3) Reading,
(4) Writing.

Using a qualitative content analysis approach, the research systematically compares these documents, focusing on the articulation of reception (listening, reading) and production (speaking, writing) skills. The unit of analysis is the sentence, allowing for an in-depth examination of pedagogical objectives, instructional strategies, and cultural considerations. Findings indicate a greater emphasis on detailed language skill development in the German guide, while the Croatian programme incorporates a stronger cultural dimension.

The study underscores the need for comprehensive curricular documents for learning other languages that integrate clear learning outcomes, structured methodologies, and intercultural competences. It advocates for the development of modular curricula for other languages that align language education with broader educational policies and interdisciplinary learning. By highlighting best practices from both educational systems, this research contributes to ongoing discussions on language acquisition frameworks, curriculum design, and multilingual education in the context of learning other languages in diverse educational contexts.

Keywords: Qualitative content analysis, multilingual education, language competences, curriculum comparison, educational policy.