alex m.j. riemersma lector frisian & multilingualism in education
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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. 1907Als AG nach der Schule - PowerPoint PPT PresentationTRANSCRIPT
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Towards the quality of multilingual Education in Friesland: development
of common standardsAlex M.J. Riemersma
Lector Frisian & Multilingualism in Education
Frysk filologekongres 15 juny 2012
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100 Jahre (west-)Friesisch im Unterricht
• 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)
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Overview
• General introduction• Pupils / students• Teachers’ qualities• Schools’ Language Policies• Teacher Training• Conclusions
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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
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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
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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
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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
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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
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Common European Standards
• 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 oflistening, reading, speaking, writing
• Results of teaching and learning [= “learopbringsten”] (to be) tested by common standards
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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 1F 2F 3F 4F
CEFR A1 A2 B1 B2 C1 C2
Anglia Junior Intermediate
Frisia Start Stap 1 Stap 2 Stap 3
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Synergy of multilingual education?
Reitze Jonkman en Alex Riemersma Lectoraat Fries & Meertaligheid in Onderwijs en Opvoeding
Problem 1: in theory, pupils are expected to acquire more 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.
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Ice berg of Jim Cummin
Reitze Jonkman en Alex Riemersma Lectoraat Fries & Meertaligheid in Onderwijs en opvoeding
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Iceberg of Jim Cummins – 3 peaks
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Comparison of CEFR and Anglia levels
Reitze Jonkman en Alex Riemersma Lectoraat Fries & Meertaligheid in Onderwijs en opvoeding
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Synergy of ME and the comparable measurement of target languages
Reitze Jonkman en Alex Riemersma Lectoraat Fries & Meertaligheid in Onderwijs en opvoeding
- 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?
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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)
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Teacher’s qualities
• Language command (B2 > C2)• Meta-linguistic awareness• Didactic command:
- language input;- clil: content & language integrated - transfer / translanguaging;- activating didactic approach
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Kennisbasis learaar Frysk
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Secondary trilingual education
• Pilot at three schools:Frisian medium: history / (biology) / physical training / cultural affairsEnglish medium: science / geography / economy
• Towards “TTO-plus” ?Dutch: 40% - English 30% - Frisian 30%
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Secondary trilingual education
• Main challenges:• Materials• Language command of subject teachers• Didactic integration of languages and
subjects• Terminology
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Example: science terminology
• Modern Mathematics 1B (Havo/Vwo):Acute angleObtuse anglePerpendicularQuadrilateralVertex / VerticesIsosceles Triangle
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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
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Example: Taaldoarp FryskOpdracht: FytseferhierDo 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 = eigenaarBûnte jûn = bonte avond Foarsjennings = voorzieningenHokker = welkeHúske & brûs = wc & douche
Wurdfjild:1. Pakjedrager = bagagedrager 2. Betelje = betalen 3. Hierfyts = huurfiets 4. Bewarje = bewaren5. Fytse = fietsen6. Werom wêze = Terug zijn7. Strân = strand8. Bewyske = bonnetje9. Ophelje = ophalen10.Bânplakkersguod = doosje met benodigdheden om banden te plakken
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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
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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
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Lehrer- aus-
bildung
• Ausbildung zu mehrsprachigem Unterrichten an Hochschulen / Universitäten
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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)
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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
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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
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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
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