CHAPTER 2: ORAL DUTCH LANGUAGE PROFICIENCY OF TURKISCH CHILDREN BORN IN THE NETHERLANDS: Overall results

1986 ◽  
Keyword(s):  
The Netherlands ◽  
Language Proficiency ◽  
Dutch Language

scholarly journals Psychological Resilience in the Context of Disability: A Study With Turkish and Moroccan Young-Old Immigrants Living in the Netherlands

2019 ◽  
Author(s):  
Ágnes Szabó ◽  
Silvia S Klokgieters ◽  
Almar A L Kok ◽  
Theo G van Tilburg ◽  
Martijn Huisman
Keyword(s):  
The Netherlands ◽  
Language Proficiency ◽  
Latent Profile Analysis ◽  
Emotional Functioning ◽  
Functional Limitations ◽  
Cultural Factors ◽  
Psychological Resilience ◽  
Older Immigrants ◽  
Dutch Language ◽  
Social Provisions

Abstract Background and Objectives The disability paradox postulates that some individuals with severe functional limitations demonstrate psychological resilience, that is, good mental health and quality of life. Resilience to disabilities has been linked to psychological (e.g., mastery) and social factors (e.g., social provisions). It is, however, less clear whether cultural factors can provide additional resources for resilience building in older immigrants. We investigated the extent to which sociodemographic, psychosocial, and cultural factors contributed to psychological resilience to disabilities among immigrants of Turkish and Moroccan descent in the Netherlands. Research Design and Method The sample included 478 older immigrants aged 55–65 years. Data were analyzed using latent profile analysis and multinomial logistic regressions. Results Five categories were identified: (a) High physical and emotional functioning; (b) High physical but poor emotional functioning; (c) Low physical but high emotional functioning (resilient); (d) Low physical and emotional functioning; and (e) Low physical and very low emotional functioning. Resilient functioning (reference category) was associated with poorer Dutch language proficiency, lower levels of loneliness, greater mastery, and more religious coping. Discussion and Implications Findings provide support for the disability paradox and highlight social provisions, mastery, and religiosity/spirituality as important resources for psychological resilience in older labor migrants. Poor Dutch language proficiency is discussed as a potential factor contributing to severe functional limitations in the resilient category.

scholarly journals Are Inter-Minority Contacts Guided by the Same Mechanisms as Minority–Majority Contacts? A Comparative Study of Two Types of Inter-Ethnic Ties in the Netherlands

2017 ◽  
Vol 51 (3) ◽  
pp. 701-726 ◽  
Author(s):  
Judith Koops ◽  
Borja Martinovic ◽  
Jeroen Weesie
Keyword(s):  
The Netherlands ◽  
Comparative Study ◽  
Ethnic Minorities ◽  
Language Proficiency ◽  
Occupational Status ◽  
Third Parties ◽  
European Countries ◽  
Dutch Language ◽  
Ingroup Identification ◽  
Using Data

Research on inter-ethnic contacts in European countries has mainly focused on the interaction between ethnic minorities and the native majority. Our contribution is to examine inter-minority contacts and compare them to minority–majority contacts. Drawing on a theory of preferences, opportunities, and third parties, we expected some determinants of contacts with natives to relate similarly and others differently to inter-minority contacts. Using data on four non-Western minorities in the Netherlands, we found that education, Dutch language proficiency, and outgroup size are positively associated with both inter-minority and minority–majority contacts. Further, occupational status relates positively to contacts with natives and negatively to contacts with other minorities, whereas ingroup identification is positively associated with inter-minority contacts and negatively with contacts with natives. These diverging findings underline the importance of studying interaction between minorities as a separate phenomenon.

scholarly journals Language maintenance and shift under pressure: Three generations of the Turkish immigrant community in the Netherlands

2016 ◽  
Vol 2016 (242) ◽  
Author(s):  
Yeşim Sevinç
Keyword(s):  
The Netherlands ◽  
Language Proficiency ◽  
Language Maintenance ◽  
Language Shift ◽  
Third Generation ◽  
Immigrant Community ◽  
Three Generations ◽  
Turkish Immigrant ◽  
Language Maintenance And Shift ◽  
Turkish Language

AbstractDrawing on questionnaire and interview data, this study explores the process of language maintenance and shift across three generations of Turkish immigrants in the Netherlands. It compares three generations of Turkish-Dutch bilinguals by examining age and place of language learning, self-rated language proficiency, and language choices in six domains (home, school, work, friends, media and leisure time activities, and cognitive activities). Furthermore, it investigates bilinguals’ experiences, motivations for learning languages and attitudes towards bilingualism. Findings suggest that following the typical pattern of language shift described by Mario Saltarelli and Susan Gonzo in 1977, language history, self-rated language proficiency and current language practices of third-generation children differ from those of first- and second-generation bilinguals. Consequently, possible language shift among third-generation bilinguals causes socioemotional pressure about maintaining the Turkish language, triggering intergenerational tensions in Turkish immigrant families. At the same time, the perceived need to shift to Dutch for social and economic reasons causes immigrant children to experience tensions and ambiguities in the linguistic connections between the family and other social domains (e. g. school, friendship). The findings evidence that the Turkish immigrant community in the Netherlands may no longer be as linguistically homogeneous as once observed. The dissolution of homogeneity can be a sign of social change in which maintaining the Turkish language has become a challenge, whereas speaking Dutch is a necessity of life in the Netherlands.

Art book publishing in the Netherlands

1992 ◽  
Vol 17 (3) ◽  
pp. 49-50
Author(s):  
Maggy Wishaupt
Keyword(s):  
The Netherlands ◽  
Book Publishing ◽  
Domestic Market ◽  
High Quality ◽  
Dutch Language ◽  
Limited Demand

Probably only about 5% of books published in the Netherlands are art books. There is a very limited demand for art books in the Dutch language; in order to sell in greater numbers, books have to be produced in English or in several languages, and/or as co-editions, while the domestic market is flooded by foreign imports including cheap remainders. In these circumstances the publication of art books depends on grants or on the income which some publishers earn from bookselling, printing, or other activities. Nonetheless a few, small, specialist publishers are producing art books of high quality, while some general publishers also publish the occasional art book. Museum publishing activities are considerable but are largely confined to exhibition catalogues.

Tenses in 19th-century Dutch sentence-grammar

1988 ◽  
Vol 15 (1-2) ◽  
pp. 187-205
Author(s):  
J. A. Le Loux-Schuringa
Keyword(s):  
The Netherlands ◽  
19Th Century ◽  
Morphological Form ◽  
Other Information ◽  
Dutch Language ◽  
One To One ◽  
The 19Th Century ◽  
The Relationship

Summary In this paper some theories on tenses are described. These theories appeared in the Netherlands in the first half of the 19th century. The purpose is not just describing the different tense-systems of P. Weiland (1805), W. Bilderdijk (1826), W. G. Brill (1846) and L. A. te Winkel (1866). In the first half of the 19th century some fundamental changes took place. It is shown that these changes are based upon continuity of research of time and tense in the Dutch tradition. This continuity is found on three levels: (a) The research was concentrated on the verbal forms, no other information from the sentence was used. (b) The grammarians took the relationship between linguistic forms and logical categories as a one-to-one relation. (c) The morphological form of the Dutch language determined the grammatical representation of the tense-systems more and more.

scholarly journals De digitale apparaten voor de dialectstudie aan de Gentse Universiteit

2021 ◽  
Vol 72 (1) ◽  
pp. 17-38
Author(s):  
Jacques Van Keymeulen
Keyword(s):  
Open Access ◽  
The Netherlands ◽  
Digital Tools ◽  
Instituut Voor ◽  
Large Audience ◽  
Dutch Language ◽  
Year 2000

Abstract Digital tools for dialectology at the Ghent UniversityTill the year 2000, all professors of Dutch Linguistics at Ghent University were professional dialectologists, who were at pains to carefully document the dialects of Dutch speaking Belgium. These efforts resulted in large collections of dialect data. During the last decade, all collections were digitized and made available in open access to a large audience. In this article, we will in short present both already available databases (and the accompanying tools) and the projects in progress. Eventually, all Ghent dialect databases will be hosted and cared for by the Instituut voor de Nederlandse Taal (Institute for the Dutch Language) at Leiden (The Netherlands).

Competencies of preschool educators in Amsterdam: A Dutch perspective on language proficiency, language targets and didactic skills

2014 ◽  
Vol 2 (1) ◽  
pp. 101-119 ◽  
Author(s):  
Folkert Kuiken
Keyword(s):  
Early Childhood ◽  
The Netherlands ◽  
Language Proficiency ◽  
National Level ◽  
Childhood Education ◽  
Proficiency Level ◽  
Preschool Educators ◽  
Didactic Skills ◽  
The City

AbstractSince the beginning of this century the Netherlands has invested much money and energy in the early education of two-and-a-half to six-year-old children in an effort to improve the quality of this type of education. In this paper we will focus on the measures that have been taken in the city with the largest number of preschools and early childhood educators in the Netherlands: Amsterdam. Great care is taken to fulfil the conditions for a successful early childhood education. What we have analyzed is the educators’ language proficiency level, their knowledge about language targets for the four to six-year-olds, and their didactic skills. A report of the schools inspectorate indicated that in many cases these competencies left much to be desired. Measures have therefore been taken in order to improve them. In this paper the contents of these measures and their results will be reported. It will become clear that constant interaction is going on between initiatives that have started on a local scale and measures that have been approved and are implemented at a national level.

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