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Trilingual Education in Friesland: a cool example of multilingualism

Trilingual Education in Friesland: a cool example of multilingualism. Alex M.J. Riemersma Lector Frisian & Multilingualism in Education Meppel (International week) 25 April, 2012. Frisian is spoken in one province (of 12) of the Netherlands: Fryslân.

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Trilingual Education in Friesland: a cool example of multilingualism

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  1. TrilingualEducation in Friesland: a cool example of multilingualism Alex M.J. Riemersma Lector Frisian & Multilingualism in Education Meppel (International week) 25 April, 2012

  2. Frisian is spoken in oneprovince (of 12) of the Netherlands: Fryslân

  3. Frisian in Fryslân (Netherlands) • Autochthonousminoritylanguage • Western Germaniclanguage • Fryslân has 640,000 inhabitants • 55% has Frisian as mothertongue (= 350.000 speakers) • BUT: Frisian is successful as second language: • 65% canreadFrisian; • 74% canspeakFrisian; • 94% comprehendsFrisian.

  4. Languages across the North Sea • Dia mei taartdiagram ferhâldingen Reitze Jonkman en Alex Riemersma

  5. Characteristics of Frisian • Frysk English Dutch German • TsiisCheese Kaas Käse • TsjerkeChurch Kerk Kirche • Kaai Key Sleutel Schlüssel • twa skieptwosheep twee schapen zwei Schafe • Ik haw west / I have beenIk ben geweest / Ich bin gewesen

  6. Old theory / ferâldere ideeën

  7. New theory / nijynsjoch

  8. Ice berg by Jim Cummins Reitze Jonkman en Alex Riemersma Lectoraat Fries & Meertaligheid in Onderwijs en opvoeding

  9. Why multilingual education? • Mother tongue development • Culturalheritage maintenance • Cognitivedevelopments • Socialparticipation • Easierthirdlanguageacquisition • Language maintenance

  10. European Policies • EU (27 member states / 23 languages): mother tongue + 2 otherlanguages • Multilingualism as anasset • Mother tongue / father tongue • LinguisticDiversity • Life Long Learning Program > Erasmus forAll = E4A

  11. European Policies • Council of Europe (47 member states):Common European Framework of Reference forLanguages (CEFR) • Charter forRegional or MinorityLanguages (toprotect & topromote) • Centre for Modern Languages (Graz): access andquality of language teaching

  12. Mercator Network of Schools • 94 schools • 33 Regions • 18 member states

  13. Terminology • Transitionalbilingualism • Subtractivebilingualism • Sustainable bi - / multilingualism / full bilingualism, biliteracy • Additive bi- / multilingualism

  14. Models of multilingualeducation • One person / onelanguage > identificationwith ‘native speaker’ • Split of time > languagerich input • Division of subjects > taskspecific & Content & languageintegratedlearning • Immersion

  15. Immersion versus CLIL • Immersion: • from (pre-)school onwards • more than 50% teaching time • native speakers as teachers • CLIL: • Mainly in secondaryeducation • Lessthan 50% of teaching time • Non-native speakers as teachers

  16. Actors formultilingualeducation • Educationalauthorities(national, regional, local school board) • School principals & management • Class room teachers • Parents & students • Socialandculturalenvironemnt

  17. Actors at Macro + Meso level • Macro (nationalandinternational): conflictingpolicies • National: stress on nationallanguageonly– discouragingregionaland migrant languages • International: EU-/ CoE-policy: mother tongue + 2 • Meso (school level): reflectsconflictingpolicies • Concept of MultilingualEducation (ME) fits betterto EU- & CoE-policy  CLIL & Immersion Reitze Jonkman en Alex Riemersma

  18. Micro (school & class room) • Teamwork of teachers of subjects and medium of instruction > integral approach • Common descriptors of languagecommand in the target languages > CEFR • Comparabletestingmethods > student monitoring system • Learning strategies of pupilsbased on translanguagingandlanguageuse Reitze Jonkman en Alex Riemersma

  19. MultilingualPrimaryEducationin Friesland • Mainstreamprimaryeducation (500 schools): Limited multilingualeducation: mainly Dutch + English as a subject; verylimiteduse of Frisian as a medium (orally – schooltelevision ) • Trilingualprimaryeducation (about 45 schools): - Dutch, Frisianand English as subject and medium - aiming at integratedlanguagelearning Reitze Jonkman en Alex Riemersma

  20. Trilingual education in Fryslân • Model: Frisian, Dutch and English as subject & medium of instruction- Grade 1-6: 50 % Frisian, 50 % Dutch- Grade 7-8: 40 % Frisian, 40 % Dutch, 20% English • Early start English • Conciouslyseparateduse of languages: person / time / themes

  21. Trilingual education in Fryslân • Developments:(a) 2012 > 50 primarytrilingual schools (= 10%)(b) 100 schools: semi-multilingualeducation: mainlyDutch + English as a subject; Frisianmedium for (half) school day • Continuitytosecondaryeducation:2012: 3 pilot schools with the concept of multilingualclil (= medium of instruction)

  22. MultilingualSecondaryEducationin Friesland • MainstreamSecondaryeducation: - Dutch dominant- English andFrisian as a subject only- Limited use of Frisian as medium in oraluseonly • Experiments in progress: • 3 TTO-schools: Dutch and English medium andFrisian as a subject only • 3 ME-schools: Dutch, English andFrisianboth as a subject and a medium Reitze Jonkman en Alex Riemersma

  23. MultilingualHigherEducation • Trilingualstream at PABO Ljouwert • Minor Multilingualism (30 ects) • Master Multilingualism (60 ects) • Lectureship > research andquality on continuity of teaching & learning

  24. Synergy of multilingual education? Problem 1: in theory, pupils are expectedtoacquire more languagessimultaneously in context of the CUP-model / ice mountain (Cummins), but in school practice the watershed is persistent.Problem 2: comparability of different target languageswithregardto levels of commandand the measurement. Reitze Jonkman en Alex Riemersma Lectoraat Fries & Meertaligheid in Onderwijs en Opvoeding

  25. Task/ambition of lector • Continuity of ME fromprimarytosecondaryeducation; adequate teacher training • Two targets: Didactic approach for teacher training:- effective & integratedlearning- aiming at results • Development of measurement tool forcomparableresults of languagecommand;Reference levels: CEFR, DFR andAnglia Reitze Jonkman en Alex Riemersma

  26. CEFR & Anglia

  27. Comparative levels

  28. Conclusion • Comparability of achievable levels of languagecommand is relatedto:(a) the mother tongue of the student(b) complexity of target language(c) languagerich input / quality of education • Registration of progress of languagecommand:(a) language portfolio of student(b) student monitoring system (c) language portfolio of teacher & school (d) class / school monitoring system Reitze Jonkman en Alex Riemersma

  29. Dankuwel • Dankscheen • Eskerrik asko • Köszönöm Tankewol Tankewol • Mercé plan • Grazia • Graciis • Kiitos • Multimesc • Hvala • Trugarez • Diolch Thank you Tankewol • Mange Takk

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