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Dutch++: Varieties in Dutch as pluricentric language – year 3

ZEDDE ZOT? BEN JE GEK?

DUTCH ++”“EXAMPLES AND NEW MODELS FOR LEARNING AND TEACHING PLURICENTRIC LANGUAGES”

• Multilateral European language project

Cooperation of • University of Vienna, • Freie Uni Berlin, • Language Center of University of Tilburg,• Thomas More University College – teacher training• Third country partner: IOL (Institute for the training of

teachers) Surinam (out since janaury 2013)

• 3 years – end 2014– kick off event 6/11/2014 Geel -

TEACHING DUTCH AS A FOREIGN LANGUAGE OR L2 (NOT L1 MOTHERTONGUE)

• Dutch: is official language in The Netherlands, Belgium and Surinam.

• tendency / evolution to own standard in each country• acceptance of other varieties

DUTCH AND FLEMISH COLLEAGUES WILL HELP

What’s the name?

• Tosti • Croque Monsieur

Looloopneus

boterneus

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ALSO OTHER SENTENCE PATTERNS AND PRONUNCIATION

NN on the telephone

• Sorry, ik heb het ver-keerde nummer

• Zou je me zo snel mogelijk terug willen bellen.

BN

• Sorry, verkeerd verbonden.

• Zou je me zo snel mogelijk willen terugbellen?

PROBLEMS FOR DUTCH FOREIGN LANGUAGE

− Language courses don’t prepare learners for reality! Clash course-situation - reality• During the course : Dutch seems a very homogenous

entity • ↔ reality: learner hears all sorts of varieties (national,

regional social) varieties (and often doesn’t understand)

• Learners often only learn the variety of Dutch their lecturer knows ( natiolect) or his variety of Dutch.

• a necessity of awareness of the different standards and different varieties.

DUTCH ++ :CHALLENGES

• How do we prepare learners of a (pluricentric) language for real life language?

• Can we give models that can be used by other pluricentric languages as well?

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• A digital learning platform for learners of Dutch as foreign or second language. (NT2 en NVT)

• Focus on exercises for functional language skills, receptive skills and on variation.

WHAT DOES DUTCH ++ CREATE?

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• http://dutch-beta.ned.univie.ac.at/node/4

A WEBSITE UNDER CONSTRUCTION

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• Guide: 3 parts connected by all sorts of links1. “Three times dutch”: • Dutch in the Netherlands, Flanders and Surinam• Characteristics and pereceptions (vb. What do

the Dutch think of Belgian Dutch and vice versa )

2. “Concepts and theories ” : meant for teachers3. “Exercises ”: recognizing varieties (listening

comprehension )

DUTCH++ AS PLATFORM

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• Exercises for• 1. repetition of speech acts• 2. comprehension• 3. variety

1. Repetition exercises: on basis of a selection of speech acts out of different learner’s books: thanking, asking for reactions, buying things,…

AS PLATFORM FOR EXERCISES

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2. Comprehension exercises:− Innovative exercises (A and B-level) to

strengthen the receptive skills of learners

DUTCH++ AS EXERCISE PLATFORM

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TYP THE MISSING WORD

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• Voorbeeld 1 (A-niveau, thema ‘op café/restaurant’): − Luister naar de volgende zin.− Audiofragment (vb. Mag ik bestellen?)− Vraag : Typ het ontbrekende woord.− Antwoordtype : (gatentekst) : Mag ik ____________ ?

• Voorbeeld 2 (B-niveau, thema ‘iemand begrip geven’):− Luister naar de volgende zinnen.− Audiofragment 2 zinnen (vb. 1. Dat is heel vervelend voor u. 2. Je moet

je niet zo druk maken.)− Vraag : In welke zin hoor je het woord ‘heel’?− Antwoordtype:

• Zin 1• Zin 2• Zin 1 en 2• Geen zin

DUTCH ++ AS EXERCISE PLATFORM

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3. Variation exercises:− On A-level (CEFR) (basic) : to notice variation

on level of pronunciation − On B-level(independent): to identify and

understand varieties− On C-level (proficient): to actively produce

varieties

DUTCH++ AS EXERCISE PLATFORM

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• Why?− Need of evaluation of materials for quality

control: • Does the material respond to needs of learners

and teachers? • The testing leads to perfecting the materials

TM: NEEDS AND QUALITY CONTROL: ASSOCIATED PARTNERS HAVE HELPED!

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• Questionnaires for different response groups:− NT2 Dutch as second and as foreign language,

mothertongue speakers, teachers of Dutch − Different educational types and settings:

university level, adult education, secondary school,…

• Advices: − work on lay-out, content ok!

• Reports

ROLE THOMAS MORE: QUALITY CONTROL

SOME QUESTIONS…

• How much of language variation do you teach in schools? At primary or secondary level?

• Should foreign language learners as incoming immigrants learn the variety that is spoken in their region or the standard?

• Is there a need for focus on variety of standard in your language as well?

• Do you think the information and exercises Dutch ++ offers can be seen as an example for teaching your language as well?