scholarly journals Language Learning beyond English in the Netherlands: A fragile future?

2021 ◽  
Vol 9 (1) ◽  
pp. 159-182
Author(s):  
Marije Michel ◽  
Christine Vidon ◽  
Rick de Graaff ◽  
Wander Lowie
Keyword(s):  
The Netherlands ◽  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
Teacher Educators ◽  
Council Of Europe ◽  
Policy Makers ◽  
University Departments ◽  
The One ◽  
The 19Th Century

Abstract The Netherlands have had a long tradition of modern foreign language (MFL) education: French, German and English have been standard subjects at secondary school since the 19th century. After the introduction of the Mammoetwet in 1968, several major educational reforms have shaped the current practice of Dutch MFL teaching. On the one hand, a greater diversity of languages is on offer in secondary schools (e. g., Arabic, Spanish), and following the implementation of the CEFR (Council of Europe 2001) MFL teaching has become more communicative. Additionally, more and more schools at all levels of education have adopted English as a medium of instruction. On the other hand, with the growing dominance of English in Dutch society, the time dedicated to languages other than English has declined substantially so that secondary school sections and university departments for other MFLs are closing down. In this article, we provide an overview of Dutch MFL teaching since 1945. We will sketch how the choices made by different parties involved, including learners and their parents, teachers, teacher educators, publishers and policy makers, have been shaping the teaching of MFLs at all levels of education with a special interest in MFL teacher education.

scholarly journals An investigation into teacher’s L1 and L2 use in Indonesian EFL classroom

2018 ◽  
Vol 1 (2) ◽  
pp. 72-79
Author(s):  
A Amriana
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
Language Use ◽  
Research Result ◽  
Foreign Language Teaching ◽  
Teaching Approach ◽  
Advantages And Disadvantages ◽  
L1 And L2

Teacher’s L1/L2 use in Indonesian EFL classroom has been the object of debate among practitioners of a second language and foreign language teaching. Despite the considerable amount of the research that has been conducted on the phenomenon, the focus has often been the advantages and disadvantages. This study reports on a study that investigated subject teacher’s language use on Indonesian EFL classroom. It reports research conducted in a private secondary school in Makassar. An Ethnography research has been employed to collect data on how the teacher perceives the L1/L2 use and the extent to which the approaches they adopt impact on students’ achievement. The research result demonstrates that the more active the teacher in promoting L2 learning, the more he is aware of the teaching practices used in the classroom. Also, the research result also reveals that the more he improves the quality of his teaching approach, the better language learning his students acquire.

scholarly journals Phonemic Awareness in English as a Foreign Language

EL LE ◽  
2018 ◽  
Author(s):  
Michela Gronchi
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
Phonemic Awareness ◽  
Classroom Practice ◽  
Research Study ◽  
Foreign Language Learning ◽  
Learning Program ◽  
School Students ◽  
Early Deprivation

The present paper discusses the results of an action-research study involving a 15-year-old student who was diagnosed with severe dyslexia after coming to Italy through international adoption. The study investigates the literature on language acquisition in cases of early deprivation and the implications of the phonological deficit in students with dyslexia in a foreign language learning environment. The essay also reports the results of a learning program concerning phonological awareness that has been delivered in a two-month period to the student. The program outlines a possible methodological and practical framework for raising phonemic awareness in secondary school students with dyslexia and offers suggestions for classroom practice.

Teaching and learning L2 in the classroom: It's about time

2019 ◽  
Vol 53 (4) ◽  
pp. 422-432 ◽  
Author(s):  
Patsy M. Lightbown ◽  
Nina Spada
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Teaching And Learning ◽  
First Language ◽  
Instructional Time ◽  
Policy Makers ◽  
School Settings ◽  
Intensive Instruction ◽  
Primary And Secondary School

AbstractOne of the challenges facing second and foreign language (L2) teachers and learners in primary and secondary school settings is the limited amount of time available. There is disagreement about how to meet this challenge. In this paper we argue against two ‘common sense’ recommendations for increasing instructional time – start as early as possible and use only the L2 (avoiding the use of the first language (L1)) in the classroom. We propose two better ways to increase the instructional time: provide periods of intensive instruction later in the curriculum and integrate the teaching of language and content. Studies in schools settings around the world have failed to find long-term advantages for an early start or exclusive use of the L2 in the classroom. Nevertheless, many language educators and policy makers continue to adopt these practices, basing their choice on their own intuitions and public opinion rather than on evidence from research.

Comparing the ‘phrasicon’ of teenagers in immersive and non-immersive settings

2020 ◽  
Vol 8 (1) ◽  
pp. 107-136 ◽  
Author(s):  
Amélie Bulon
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Integrated Learning ◽  
Frequency Range ◽  
Foreign Language Learners ◽  
Interdisciplinary Project ◽  
French Speaking

Abstract Foreign language learners’ phraseological proficiency remains problematic, even at advanced levels (e.g., Meunier, 2012; Meunier & Granger, 2008; Siepmann, 2008). While the Content and Language Integrated Learning (CLIL) method is believed to facilitate foreign language learning by fostering input, interaction, and output, little attention has been paid to the phraseological competence of CLIL learners. The present study aims to fill this gap as it is framed within an interdisciplinary project on CLIL in Belgium and specifically focuses on the phrasicon, i.e. the phraseological lexicon, of 5th year French-speaking secondary school learners of English in immersive (CLIL) and non-immersive (NON-CLIL) settings. The paper reports on (1) an analysis of the variety/range of the phrasicon and (2) an overview of phraseological accuracy. The analyses are based on a corpus of written productions of 180 learners. The findings of this study indicate higher frequency, range and accuracy in the phrasicon of CLIL learners.

Gespreksvaardigheidsonderwijs in de Moderne Vreemde Talen in het Hoger Onderwijs, in het Bijzonder de Lerarenopleiding

1994 ◽  
Vol 48 ◽  
pp. 47-57
Author(s):  
Gerard M.M. Willems
Keyword(s):  
The Netherlands ◽  
Foreign Language ◽  
Skills Training ◽  
Target Language ◽  
Large Classes ◽  
Time Investment ◽  
Conversational Skills ◽  
Long Run ◽  
The One

Foreign language conversational skills training is gradually becoming a debated issue in higher education foreign language departments in the Netherlands. Pressure on the student-staff ratio and, consequently, increasingly large classes raise questions with regard to the effectiveness of traditional methodology. In this paper an attempt is made to outline an approach which, in the long run, will considerably reduce staff-time investment and increasingly encourage student activity. The approach proposed is based on the one hand on recent insights into the role of the learner in his own learning process, and on the other on the hypothesis that languages are acquired first and foremost by conducting conversations (the 'Active Process Hypothesis'). On the whole, tertiary students in the Netherlands start their language study with sufficient linguistic skills in the target language to make such an approach feasible. The paper opens with a discussion of the what of communicative competence and proceeds to how it may be acquired. Discourse elicitation and subsequent analysis and the development of strategic competence in the broadest sense of the term play a central role in the methodology suggested. In conclusion, a practical example of the procedure advocated is presented by way of illustration.

Talen Leren in Europa

2001 ◽  
Vol 65 ◽  
pp. 97-109
Author(s):  
Peter Broeder
Keyword(s):  
The Netherlands ◽  
Primary School ◽  
Language Learning ◽  
Pilot Project ◽  
European Language ◽  
Council Of Europe ◽  
European Citizenship ◽  
Multilingual Classroom

From 1989 until 1997 the project Language Learning/or European Citizenship was carried out under the auspices of the Council of Europe in Strasbourg. In this project two instruments were developed. The first instrument is the European Framework of Reference. This is a kind of language scale through which knowledge and qualifications in different languages can be compared. The second instrument is the European Language Portfolio. This is a kind of language passport through which languages users can report and document their proficiency in, and use of different languages. This contribution gives a description of these instruments. In addition, there is a summary of the results of a pilot project in the Netherlands which focused on the multilingual classroom at the end of primary school.

scholarly journals Responding to the critics: Implementation of TBLT in Japan

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Justin Harris
Keyword(s):  
Qualitative Study ◽  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
Language Ability ◽  
High Stakes ◽  
Advantages And Disadvantages ◽  
High Stakes Tests ◽  
Language Classes ◽  
Language Classrooms

This paper outlines a qualitative study of 10 in-service teachers in Japan who use a task-based language teaching (TBLT) approach in their language classrooms. The study investigates the reasons why these teachers began using TBLT, their beliefs about the advantages and disadvantages of implementing TBLT, and whether or not they agree with common criticisms levelled at TBLT for use in foreign language classrooms in Japan and Asia in general. Critics argue that TBLT is not suitable for many language learning situations, explaining that students are used to more ‘traditional’ teacher-centered language classes and that they prefer more ‘passive’ approaches. Such criticisms also hold that TBLT is not able to adequately prepare students for the high-stakes tests that are used for secondary school and university entrance purposes. The results from interviews with these 10 teachers suggest that they reject many of these criticisms, and are in fact successfully using TBLT to develop both language ability and motivation in their students. At the same time, the teachers noted that there may be a need to use a ‘weaker’ form of TBLT with beginner students, or with those used to more passive styles of learning. They also highlighted the importance of heavily scaffolding tasks in such cases. Finally, a number of the teachers discussed the need for the development of more TBLT related materials, both for students and teachers.

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