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

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)

Overview

• General introduction• Pupils / students• Teachers’ qualities• Schools’ Language Policies• Teacher Training• Conclusions

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

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

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)

•

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

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

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

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

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    

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.

Ice berg of Jim Cummin

Reitze Jonkman en Alex Riemersma Lectoraat Fries & Meertaligheid in Onderwijs en opvoeding

Iceberg of Jim Cummins – 3 peaks

Comparison of CEFR and Anglia levels

Reitze Jonkman en Alex Riemersma Lectoraat Fries & Meertaligheid in Onderwijs en opvoeding

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?

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)

Teacher’s qualities

• Language command (B2 > C2)• Meta-linguistic awareness• Didactic command:

- language input;- clil: content & language integrated - transfer / translanguaging;- activating didactic approach

Kennisbasis learaar Frysk

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%

Secondary trilingual education

• Main challenges:• Materials• Language command of subject teachers• Didactic integration of languages and

subjects• Terminology

Example: science terminology

• Modern Mathematics 1B (Havo/Vwo):Acute angleObtuse anglePerpendicularQuadrilateralVertex / VerticesIsosceles Triangle

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

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

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

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

Lehrer- aus-

bildung

• Ausbildung zu mehrsprachigem Unterrichten an Hochschulen / Universitäten

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)

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

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

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