First and second language proficiency: Prospects for Turkish and Moroccan children in the Netherlands  

Oleh:

Driessen, Geert

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Culture and Curriculum (Full Text) vol. 5 no. 1 (1992), page 23-40.
Fulltext: 5.1.23-40.pdf (1.16MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/LCC/5 Non-tandon: tidak ada Tandon: 1

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Isi artikel

This article reports a large-scale investigation among Turkish and Moroccan children in Dutch primary schools. The focus is on these children's proficiency in, respectively, Turkish and Arabic, and in Dutch, and on the development of skills in both languages. As regards proficiency in the first language, Turkish and Moroccan children appear to differ widely: levels of Turkish are reasonable, but the levels of Arabic are poor. Comparative research in Morocco shows, however, that, given the circumstances, the level of Arabic in the Netherlands is probably not as poor as it appears at first sight, given the special difficulties faced by learners of written Standard Arabic. On the other hand, data relating levels of achievement in Arabic to teaching time indicate that additional instruction in the home language is unlikely to change the situation. The prospects for Turkish are less gloomy. As regards proficiency in Dutch, Turkish and Moroccan pupils still perform poorly, even after controlling for length of stay in the Netherlands and socio-economic background. This means that, in the short term, they are unlikely to attain the same level of Dutch language proficiency as their Dutch peers.

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