Multilingualism & Multilingual Education in Friesland / Fryslân Alex RIEMERSMA Workshop Minority Languages and Multilingual Education European Centre for Modern Languages ECML Graz, Austria /
Download ReportTranscript Multilingualism & Multilingual Education in Friesland / Fryslân Alex RIEMERSMA Workshop Minority Languages and Multilingual Education European Centre for Modern Languages ECML Graz, Austria /
Multilingualism & Multilingual Education in Friesland / Fryslân Alex RIEMERSMA Workshop Minority Languages and Multilingual Education European Centre for Modern Languages ECML Graz, Austria / Österreich, February 16, 2011 Mercator European Research Centre on Multilingualism and Language Learning
www.mercator-research.eu
Early Middle ages Late Middle ages
Fryslân in history
Today
Characteristics of Frisian
Tsiis Tsjerke Kaai Cheese Church Key twa skiep two sheep Kaas Kerk Sleutel twee schapen zwei Schäfe Ik haw west / I have been Ik ben geweest / Ich bin gewesen Käse Kirche Schlüssel
Frisian as First Language
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
1870 1890 1910 1930 1950 1970 1990 2000
Fries Nederlands
Frisian Language Command
640.00 inhabitants province of Fryslân:
94 % Understanding 74 % Speaking 65 % Reading 26 % Writing
54 % Frisian Mother tongue (350.000)
Relative Position Frisian
Unesco Language Vitality scale (2003): unsafe, but not threatened by extinction Euromosaïc (1996): nr. 14 out of 48 Intergenerational language transmission - decline of 10% per generation Language policy: - attitude & use
Domains of Frisian language use Strong oral language, weak in writing Strong community language Media: radio full day service; tv 2 hours per day (with re-run) Culture: amateur theatre & choir singing Social & economic life: strong oral (= informal) use
Legal position Frisian
No mention in Netherlands’ constitution Covenant Frisian Language and Culture (2001-2010) between Dutch governement and province of Fryslân Announcement of Frisian Language Act: “equal footing” of Dutch & Frisian
International recognition
European Charter for Regional and Minority Languages (ratified 1998) Frisian in part III: 48 undertakings
- education - judiciary - public authorities & services - media - cultural affairs - social life
Framework Convention for National Minorities (ratified 2005) Frisians = ethnic minority
Implementation of Charter
Programmatic versus static approach: key word “to protect & to promote” Minimum Standards Application of the Common European Framework of Reference (CEFR) Teaching time Teacher qualifications
Implementation of Charter Education Teacher’s qualifications: - language proficiency - didactic skills Inspectorate: - assessment & evaluation of core goals Further comparative analysis: - media & cultural provisions
Minimum Standards Education Report Minimum Standards in Education of / in RMLs (2007) Analysis & Recommendations: - Educational goals - Teaching time (subject & medium) - Teaching materials - Teacher training - Inspectorate
CEFR – further developments
European Language Portfolio = Documentation on individual level Common European Framework of Reference (CEFR): - to apply to RMLs (L1, L2) Attainment target in terms of CEFR Result: common minimum standards
Frisian in education
Pre-school (age 0- 4 year) (started 1989); now: 100 (out of 300) Frisian medium / bilingual provisions Secondary education: 1948: optional subject 1970: optional exam subject 1993: obligatory subject in lower grades
Frisian in primary education
1937: Optional subject 1980: Obligatory subject 1955: Optional medium of instruction 1985: Attainment targets similar to Dutch 1986: English obligatory subject
Frisian in school practice
At most schools Frisian as a
subject:
- only for 1 hour per week - continuity in all classes Use of Frisian as
medium of instruction: -
mainly oral use development towards “Frisian (half)day Concept of trilingual school: Dutch, English and Frisian both as
subject
and language of
instruction
Trilingual Schooling in Fryslân
Language proficiency in three target languages: Dutch, Frisian, English Research related to CEFR Challenges for the future: - bridging pre-school – primary - bridging primary – secondary school - teacher training
Project ‘Trijetalige Skoalle’
Goal:
full bilingualism & biliteracy
as regards Frisian and Dutch and
basic
communicative competence
Start in 1997-1998 7 project schools in English Research results: 1997 – 2005 Ongoing research at Fryske Akademy
Trilingual education in Fryslân
Model used (with flexibility):
- Group 1-6: 50 % Frisian, 50 % Dutch - Group 7-8: 40 % Frisian, 40 % Dutch, 20% English
Systematic use of Frisian, Dutch and English as a medium of instruction
Concious and strictly separated use of languages: person / time / themes
Interactive language education
Trilingual education in Fryslân
Expected (& proved) results:
- Good quality of Frisian - Results of Dutch at the same level at the end of grade 8 as all other pupils in the Netherlands - Results for English slightly better, but not significantly - Self consciousness in English better, but not significantly
Research design
7 project schools, > 90 pupils 10 control schools, >130 pupils Achievement tests Frisian, Dutch and English Mother tongue taken into account in analyses
Research in grade 7 and 8
Frisian decoding, reading comprehension, spelling language attitude Frisian (grade 8) Dutch decoding, reading comprehension, spelling English listening, reading comprehension, vocabulary selfconfidence using English (grade 8)
Developments - 1
More attention for implementation English as language of instruction Introduction of Early English Introduction
native speakers
of English as class room assistants Official Anglia-test for English Parallel test for Frisian
Developments - 2
Network of Trilingual Primary Schools: - 2010: 40 participating schools - 2012: aiming at 50 schools = 10% of all primary schools in Fryslân - 2020: aiming at 100 schools Certification of quality (periodical assessment)
Challenges
Continuity of teaching and learning Bridging pre-school to primary Bridging primary to secondary school Quality of teacher’s: language command, didactic behaviour and tools ICT methods
Bridging pre-school to primary
Day care centres: age 0 – 4 years; full time Pjutteboartersplakken: age 2,5 – 4 / two half days per week Certification of quality Training of practitioners
Bridging primary to secondary
Project on trilingual secondary school: age 12 – 16 years Actual situation: Frisian as a compulsory
subject
only in grade 1 / one lesson per week Frisian as optional exam subject Development: English and Frisian as
medium of instruction
Teacher Training
General training for primary school: 2 EC for English; 3 EC for Frisian Training for secondary school is
subject
oriented Challenges: language command language use as
medium of instruction
2011: Introduction Trilingual stream at teacher training
Mercator Research Centre at Fryske Akademy 2 Partners:
Media
: Aberystwyth &
Legislation
: Barcelona 1987-2006: EU funded Documentation & Information Centre 2007-2008: transition to Documentation and Research Funded by province of Fryslân and municipality of Ljouwert/Leeuwarden
Mercator Network
2009-2011: EU funded Mercator Ljouwert “ lead partner ” Aberystwyth – Barcelona – University of Wales Ciemen Boedapest – Hungarian Academy of Sciences Eskilstuna (Sweden) – M ä lardalen University
Mercator Research Centre at Fryske Akademy
Scientific research & data collection Information centre & platform function Data base of experts Newsletter & website Network of Schools Q & A service Regional Dossiers
Regional Dossiers
40 language descriptions Author = local expert Update every 5-7 years Online available
Research themes
Minimum Standards of RML education Added value of multilingualism Trilingual Schooling
Report on Minimum Standards on Education in RMLs (2007) On request of the Congress of Local and Regional Authorities (CLRAE) of the Council of Europe Recommendations to the Council of Ministers of the Council of Europe
Themes of analysis
Educational goals & models Time spent Teaching materials Teacher training Inspectorate Legal position
Member States & Languages Austria: Slovenian, Croatian Germany: Sorbian Netherlands: Frisian Slovakia: Hungarian Slovenia: Italian Spain: Catalan Sweden: Sami United Kingdom: Welsh
Added Value of Multilingualism Cooperation with the Ministry of Eduation of the Basque Autonomous Community (BAC) Focus on secondary school Focus on English as a third language
Trilingual primary schooling
Inventory study on provisions of trilingual primary education 10 case studies, a.o.: - Basque Country; Catalunya; - Finland (Vaasa); Italy (Ladin); - Luxembourg; - North-Frisia (Germany); - Frisian (the Netherlands):
Trilingual education in Fryslân
Model used (with flexibility):
- Group 1-6: 50 % Frisian, 50 % Dutch - Group 7-8: 40 % Frisian, 40 % Dutch, 20% English
Systematic use of Frisian, Dutch and English as a medium of instruction
Concious and strictly separated use of languages: person / time / themes
Interactive language education
Mercator Network of Schools
> 90 members > 30 language communities 15 EU member states News bulletins Website:
- teaching materials - projects
Kaart fan NOS
Partner in European Projects
NPLD: Network to Promote Linguistic Diversity (regional authorities) MELT: Multilingual Early Language Transmission (= pre-school sector) EUNoM: European Network of Universitites on Multilingualism Language Rich Europe Civil Society Platform on Multilingualism
Intended
Network of Teacher Training Institutes Aiming at: Strenghtening relationship between teacher training and primary / secondfary education Teacher’s competences in multilingualism Didactic methods
Foto fan bern
Leafst bern yn de klasse
•
Köszönöm Tankewol
•
Eskerrik asko
•
Grazia
•
Mercé plan
•
Dankscheen
•
Graciis
•
Kiitos
•
Diolch
•
Hvala
•
Trugarez
•
Dz'akuju so
•
Merci
•
Multumesc
•
Mange Takk