Transcript Towards the quality of multilingual Education in Friesland: development of common standards Alex M.J.

Towards the quality of multilingual
Education in Friesland: development
of common standards
Alex M.J. Riemersma
Lector Frisian & Multilingualism in Education
Frysk filologekongres 15 juny 2012
100 Jahre (west-)Friesisch im
Unterricht
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1907
Als AG nach der Schule
1937
Fakultatives Fach
1955
Als Unterrichtssprache erlaubt
1980
Pflichtfach in Grundschulen (4-12)
1993
Pflichtfach im Sekundarunterricht
1989
Verein der Friesischen und
bilingualen Kindergärten (2,5 – 4 Jahre)
Overview
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General introduction
Pupils / students
Teachers’ qualities
Schools’ Language Policies
Teacher Training
Conclusions
Friesisch im Unterricht (1)
• 300 Kindergärten (2,5 – 4 Jahre): 110
bilinguale oder Friesisch-Immersion
Kindergärten
• 500 Grundschulen (4 – 12 Jahr):
- alle Schulen Friesisch als Pflichtfach
- 100 Schulen: Fach und Unterrichts- sprache
(halbes Tag / einen Tag)
- 45 Dreisprachige Schulen mit Friesisch,
Niederländisch und Englisch
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
 Conscious split of language usage:
person / time / themes
Trilingual education in Fryslân
• Developments:
2012 > 50 primary schools (= 10%)
• Continuity to secondary education:
2012: 3 pilot schools with the concept of
multilingual clil (= medium of instruction)
• Teacher training for primary:
2011: Trilingual stream
2011: Minor (30 ECTS)
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Friesisch im Unterricht (2)
• Sekundarunterricht (12-17/18 Jahre):
- Pflichtfach in erste(n) Klasse(n) – 1 Stunde
pro Woche
- Wahlfach für Abitur
- Drei Schulen mit dreisprachigem Unterricht
• Berufliches Unterricht (16-19 Jahr):
- nur einige Modulen / Zusatzfach
• Afûk-Abendklassen / www.edufrysk.nl
Multilingual Secondary Education
• Main stream Secondary education:
- Dutch dominant
- English and Frisian as a subject only
- limited use of Frisian as medium in oral use only
• Experiments in progress:
• 3 TTO-schools: Dutch and English medium and Frisian as
a subject only
• 3 ME-schools: Dutch, English and Frisian both as a
subject and a medium
Reitze Jonkman en Alex Riemersma
Goals of bilingual education
• Transitional bilingualism, aiming at
> better command of national language;
• Sustainable bi- / multilingual education
> full bilingualism, biliteracy
(in mother tongue and national language)
Longstanding reality of minority & migrant languages:
• Neglect of (real) mother tongue =
submersion > subtractive bilingualism
Common European Standards
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Core goals in language command
Time investment
Teaching OF and teaching IN
Continuity of teaching & learning
Teaching materials
Teacher training and qualification
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Pupils / students
• Goals of education:
language command in the fields of
listening, reading, speaking, writing
• Results of teaching and learning
[= “learopbringsten”] (to be)
tested by common standards
Common European
Framework of Reference
• GRID with can do-statements:
5 fields of language command: listening,
reading, speaking, conversation, writing
6 levels of language command:
(A1 – A2 – B1 - B2 – C1 – C2)
• Developed for foreign language learning
• Applicable for second language learning
and mother tongue education
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Comparative levels
Levels DFR & CEFR, Anglia & Frisia
DFR
CEFR
A1
Anglia
Frisia
Start
1F
2F
3F
4F
A2
B1
B2
C1
Junior
Intermediate
Stap 1
Stap 2
Stap 3
C2
Synergy of multilingual education?
Problem
1: in theory, pupils are expected to acquire more
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languages simultaneously in context of the CUP-model / ice
mountain (Cummins),
but in school practice the watershed is persistent.
Problem 2: comparability of different target languages with
regard to levels of command and the measurement.
Reitze Jonkman en Alex Riemersma Lectoraat Fries & Meertaligheid in Onderwijs en Opvoeding
Ice berg of Jim Cummin
Bilingualism
The image of an iceberg is sometimes used to explain the way that bilingual learners’ brains use two
languages to make sense of their world (Cummins, e.g. 2005).
Cummins
compares
learners’
brains
to an
iceberg, with parts
of their knowledge
invisible, und
Reitze
Jonkman
en Alex bilingual
Riemersma
Lectoraat
Fries
& Meertaligheid
in Onderwijs
en opvoeding
Iceberg of Jim Cummins –
3 peaks
Comparison of CEFR and Anglia levels
Reitze Jonkman en Alex Riemersma Lectoraat Fries & Meertaligheid in Onderwijs en opvoeding
Synergy of ME and the comparable
measurement of target languages
- To what extent can different testing systems
show validated results concernig reference
levels in the target languages?
- To what extent can the common practice in
didactics be applied towards integrated
language learning?
Reitze Jonkman en Alex Riemersma Lectoraat Fries & Meertaligheid in Onderwijs en opvoeding
Comparability of tests
• Dutch: student monitoring system +
Cito-test at end of primary school
• English: Anglia-tests (10 levels)
• Frisian: basisskoalle-eksamen
Development of Frisia-test (4 levels)
Language Portfolio (student / teacher)
Teacher’s qualities
• Language command (B2 > C2)
• Meta-linguistic awareness
• Didactic command:
- language input;
- clil: content & language integrated
- transfer / translanguaging;
- activating didactic approach
Kennisbasis learaar Frysk
Secondary trilingual education
• Pilot at three schools:
Frisian medium: history / (biology) /
physical training / cultural affairs
English medium: science / geography /
economy
• Towards “TTO-plus” ?
Dutch: 40% - English 30% - Frisian 30%
Secondary trilingual education
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Main challenges:
Materials
Language command of subject teachers
Didactic integration of languages and
subjects
• Terminology
Example: science terminology
• Modern Mathematics 1B (Havo/Vwo):
Acute angle
Obtuse angle
Perpendicular
Quadrilateral
Vertex / Vertices
Isosceles Triangle
Teachers’ (peer-)teaching
• Cooperation of language and subject
towards CLIL: subject terminologies
• Glossaries / personal idiom file (pif)
• Common schooling (“Fortbildung”)
towards CLIL skills and team building
Example: Taaldoarp Frysk
Opdracht: Fytseferhier
Do wolst in fyts hiere foar trije dagen. De fyts kostet fiif euro deis. Do moatst by it opheljen fan de fyts
kontant betelje. Do krigest in bewyske fan beteljen; dat bontsje moatst goed bewarje. De fytseferhierder
freget oft jim de foarskriften foar it brûken fan de hierfytsen wol witte. Freegje de ferhierder wat jim dwaan
moatte by in lekke bân en as jim ûnderweis tinke, dat jim net op ‘e tiid weromkomme kinne.
Kaaiwurden:
Eigner
Bûnte jûn
Foarsjennings
Hokker
Húske & brûs
Wurdfjild:
1. Pakjedrager
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2. Betelje
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3. Hierfyts
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4. Bewarje
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5. Fytse
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6. Werom wêze
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7. Strân
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8. Bewyske
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9. Ophelje
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10.Bânplakkersguod =
= eigenaar
= bonte avond
= voorzieningen
= welke
= wc & douche
bagagedrager
betalen
huurfiets
bewaren
fietsen
Terug zijn
strand
bonnetje
ophalen
doosje met benodigdheden om banden te plakken
School Language Policies
• Clear goals and Continuity
• Integration (“buidling bridges between”)
of subjects & languages
• Well-thought model aiming at (Fishman):
“multilingual / multi-literate”
• Investment in time, materials, schooling
and parents’ & students’ support
School & class room policies
• Teamwork of teachers of subjects and medium of
instruction > integral approach
• Common descriptors of language command in the
target languages > CEFR
• Comparable testing methods > student
monitoring system
• Learning strategies of pupils based on
translanguaging and language use
Reitze Jonkman en Alex Riemersma
Lehrerausbildung
• Ausbildung
zu mehrsprachigem
Unterrichten an Hochschulen /
Universitäten
Friesisch in Lehrerausbildung
• Lehrerausbildung für Primarunterricht (B):
- Zusatzfach mit Zertifikat (etwa 8 ECTS)
- Dreisprachige Abteilung mit Englisch &
Friesisch als Fach & Unterrichtssprache
- Minor Zweisprachigkeit (30 ECTS)
• Lehrerausbildung für Sekundarunterricht:
(B): Dreijahriger part-time Studie
(M): Einjahriger Studie (60 ECTS)
Trilingual stream at PABO
• Common stream of NHL & Stenden
• Extra language lessons of Frisian and
English
• Frisian and English as medium
• Minor Multilingualism (30 ECTS)
• Internship at trilingual schools
Teacher Training for
Multilingual Classroom
• Project granted by ECML / CoE (Graz)
(2012-2015)
• Partners in Catalunya, Ireland, Wales
• Guide of common practices & standards
• Preparing joint European Master on
Multilingualism & Education
Conclusion
• Holistic view & approach towards an
Integrated Language School:
primary – secondary – teacher training
• Concept fits well to
EU- & CoE-policy
 Mother tongue + 2
 CLIL & Immersion
 Linguistic Diversity inclusive:
minority and migrant languages
Reitze Jonkman en Alex Riemersma