Bidialectalism And Primary School Achievement In A Dutch Dialect Area  

Oleh:

Liebrand, Rudi ; Kroon, Sjaak ; Giesbers, Herman

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language and Education (Full Text) vol. 2 no. 2 (1988), page 77-93.
Fulltext: Vol.02, no 2, p 77-93.pdf (996.53KB)

Isi artikel

Within the tradition of the sociolinguistic difference theory in the Dutch municipality of Gennep a research project was carried out into dialect and education. The Gennep region dialectally and sociolinguistically can be considered representative not only for the Netherlands but also for many other parts in Northwest European countries. The main research questions of the project pertained to: the possible relationship between speaking a dialect as a mother tongue and school achievement in primary education; the possible differences in overall standard language proficiency between dialect and standard language speaking children; the generalisability of the findings of the Kerkrade Project. Although it turned out that language background did not exert a straightforward influence on school achievement, independent of SES and sex, dialect speaking children tend to be disadvantaged if we look at their actual school performance and their choice of secondary education. While no straightforward differences in overall proficiency in the structural aspects of language were found, differences did emerge in communicative aspects of language, especially in the older children. Possible disadvantages of dialect speaking children therefore seem to develop in very subtle ways, with teachers' attitudes towards the dialect, pupils' attitudes towards the school, differences in communicative habits, and differences between the dialect and the standard language all playing their role.

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