Language And Educational Success Of Indigenous And Non-Indigenous Minority Students In The Netherlands  

Oleh:

Vallen, Ton ; Stijnen, Stef

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language and Education (Full Text) vol. 1 no. 2 (1987), page 109-124.
Fulltext: Vol.01, no 2, p 109-124.pdf (1.07MB)

Isi artikel

After a brief description of both indigenous and non-indigenous language variation in The Netherlands, it is demonstrated that there are a number of differences in the Dutch Education Act's treatment of Frisian as an indigenous minority language on the one hand, and its treatment of indigenous Dutch dialects and non-indigenous minority languages on the other hand. These differences ultimately seem to be based on political criteria only. Furthermore, it is shown that speakers of both indigenous Dutch language varieties or Frisian and speakers of non-indigenous language varieties perform worse than speakers of the Dutch standard language within the Dutch educational system. This holds especially for Turks and Moroccans as members of ethnic minorities in The Netherlands. In addition to a short presentation of three well-known theoretical standpoints concerning language diversity and the possible role of the home language in the classroom (the deficit, difference and the emancipatory point of view), four didactic models for language teaching in multilingual settings are discussed by using the results of Dutch research. One aspect of these results is that there are no substantial differences in the L2-proficiency level between children participating in assimilation, transition and maintenance programmes. Nevertheless, it is concluded that there are not only economic, but also a number of sociopsychological, educational and juridical arguments in favour of a bilingual educational model in multilingual settings.

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