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Trilingual Education in Fryslân: Challenges and Developments in Multilingualism

This paper explores the state and progress of trilingual education in Fryslân, Netherlands, showcasing the effective integration of Frisian, Dutch, and English in primary and secondary education. It addresses the challenges of maintaining Frisian as an autochthonous minority language while promoting multilingualism through various education models, including limited multilingual education and CLIL (Content and Language Integrated Learning). The authors, Reitze Jonkman and Alex Riemersma, discuss policies, pedagogical strategies, and the need for continuity in language learning from primary to secondary levels.

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Trilingual Education in Fryslân: Challenges and Developments in Multilingualism

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  1. TrilingualEducation in Friesland: Challenges & Developments Alex M.J. Riemersma & Reitze J. Jonkman Lector Frisian & Multilingualism in Education ICLASP, 23th JUNE, 2012

  2. Frisian in Fryslân (Netherlands) • Autochthonousminoritylanguage • Western Germaniclanguage • Spoken in oneprovince (of 12) of the Netherlands: Fryslân • Fryslân has 640,000 inhabitants • 55% has Frisian as mothertongue (= 350.000 speakers) • BUT: Frisian is successful as a second language: • 65% canreadFrisian; 74% canspeakFrisian; • 94% comprehendsFrisian.

  3. MultilingualPrimaryEducationin Fryslân • Mainstreamprimaryeducation (500 schools): (a) 400 schools: limitedmultilingualeducation: mainly Dutch + English as a subject; limiteduse of Frisian as a medium; (b) 100 schools: semi-multilingualeducation: mainly Dutch + English as a subject; Frisian medium for (half) school day • Trilingualprimaryeducation (about 45 schools): - Dutch, Frisianand English as subject and medium - aiming at integratedlanguagelearning Reitze Jonkman en Alex Riemersma

  4. 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 • Consciouslyseparateduse of languages: person / time / themes

  5. Trilingual education in Fryslân • Developments:2012 > 50 primary schools (= 10%) • Continuitytosecondaryeducation:2012: 3 pilot schools with the concept of multilingualclil (= medium of instruction) • Teacher training:2011: Trilingualstream2011: Minor (30 ECTS)

  6. MultilingualSecondaryEducationin Fryslân • Mainstreamsecondaryeducation: - Dutch dominant- English andFrisian as a subject only- limiteduse of Frisian as a medium in oraluseonly • Experiments in progress: • 3 CLIL-schools: Dutch (obligatoryforexams!); English medium (30%-50%); Frisianas a subject only • 3 Trilingual schools: Dutch, English andFrisianboth as a subject and a medium Reitze Jonkman en Alex Riemersma

  7. Common UnderlyingProficiency(Cummins) Reitze Jonkman en Alex Riemersma Lectoraat Fries & Meertaligheid in Onderwijs en Opvoeding

  8. Synergy of trilingual educationthrough Common UnderlyingProficiency Reitze Jonkman en Alex Riemersma Lectoraat Fries & Meertaligheid in Onderwijs en Opvoeding

  9. Synergy of multilingual education? On base of the CUP-model / ice mountain (Cummins) students are expectedtoacquire more languages in relationshipwitheachother: constructs / significants; andsimultaneously. Problem 1: in school practice the watershed is persistent.Problem 2: comparability of different target languageswithregardto levels of commandand the measurement. Reitze Jonkman en Alex Riemersma Lectoraat Fries & Meertaligheid in Onderwijs en Opvoeding

  10. Conflictingpolicies • Ideal: EU- & CoE-policy: mother tongue + 2 languages – multilingualism as anasset • National: stress on nationallanguage + foreignlanguages– discouragingregionaland migrant languages • School level: reflectsthoseconflictingpolicies • Solution: Concept of MultilingualEducation (ME) fits bettertoEU- & CoE-policy  CLIL Reitze Jonkman en Alex Riemersma

  11. School & class room • CLIL shouldbereflected in didactics: • Teamwork is conditio sine qua non:- teachers of subjects and medium of instructionaiming at integral approach- common target levels of languagecommand in the target languages • Learning strategies of pupilsbased on translanguagingandlanguageuse Reitze Jonkman en Alex Riemersma

  12. Task/ambition of lector • Continuity of ME fromprimarytosecondaryeducation; adequate teacher training • Didactic approach for teacher training:- effective & integratedlearning- aiming at results • Development of measurement tool forcomparableresults of languagecommand;Reference levels: CEFRandAnglia (and the Dutch levels) Reitze Jonkman en Alex Riemersma

  13. Comparison of CEFR andAnglia levels Reitze Jonkman en Alex Riemersma Lectoraat Fries & Meertaligheid in Onderwijs en opvoeding

  14. Comparison CEFR-Anglia levels of languageproficiency Reitze Jonkman en Alex Riemersma

  15. Example of CEFR levels forverb in English(Van Dale) Reitze Jonkman en Alex Riemersma Lectoraat Fries & Meertaligheid in Onderwijs en opvoeding

  16. Achievable goals • What is the most important goal for the learner? Communicativelanguageuse • But whatcanbemeasured on base of the CEFR andAnglia levels? Vocabulary, syntax, morphology, …..

  17. Uptilnowmultiple choicevocabulary

  18. Example of English test • I _____________ the paper at the moment. • read • am reading • to read • have read

  19. Example of relatedFrisian test • Ik bin de krante _____________ . • telêzen • oan it lêzen • lêzende • lêze

  20. Synergyof ME and the comparablemeasurement of target languages • Towhatextentcan different testing systems show validatedresultsconcernigreference levels in the target languages? • Towhatextentcan the common practice in didacticsbeappliedtowardsintegratedlanguagelearning? Reitze Jonkman en Alex Riemersma Lectoraat Fries & Meertaligheid in Onderwijs en opvoeding

  21. Conclusion • Comparability of achievable levels of languagecommand is relatedto:(a) the mother tongue of the student(b) complexity of target language(c) languagerich input / quality of education • Registration of progress of languagecommand:(a) language portfolio of student(b) student monitoring system (c) language portfolio of teacher & school (d) class / school monitoring system Reitze Jonkman en Alex Riemersma

  22. Conclusion • Teacher and pupil want toseeprogress in theirresults of languagelearning • Schools needto show “hard” comparableresults of teaching • Validatedtests necessary / Synergyof several tests

  23. TrilingualEducation in Friesland: Challenges & Developments Bedankt voor debelangstelling! Tige tank foarjimomtinken! Thankyouforyour attention! Reitze Jonkman en Alex Riemersma Lectoraat Fries & Meertaligheid in Onderwijs en opvoeding

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