Towards the quality of multilingual Education in Friesland

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 • • • 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

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 11

Pupils / students • Goals of education: language command in the fields of listening, reading, speaking, writing • Results of teaching and learning [= “learopbringsten”] (to be) tested by common standards

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: (A 1 – A 2 – B 1 - B 2 – C 1 – C 2) • Developed foreign language learning • Applicable for second language learning and mother tongue education 13

Comparative levels Levels DFR & CEFR, Anglia & Frisia DFR 1 F 2 F 3 F 4 F CEFR A 1 A 2 B 1 B 2 C 1 C 2 Anglia Junior Intermediate Frisia Start Stap 1 Stap 2 Stap 3

Synergy of multilingual education? 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 the measurement. Reitze Jonkman en Alex Riemersma Lectoraat Fries & Meertaligheid in Onderwijs en Opvoeding

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

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 (B 2 > C 2) • 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 affairs English 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 1 B (Havo/Vwo): Acute angle Obtuse angle Perpendicular Quadrilateral Vertex / Vertices Isosceles 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 Frysk Opdracht: Fytseferhier Do 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 Bûnte jûn Foarsjennings Hokker Húske & brûs Wurdfjild: 1. Pakjedrager = 2. Betelje = 3. Hierfyts = 4. Bewarje = 5. Fytse = 6. Werom wêze = 7. Strân = 8. Bewyske = 9. Ophelje = 10. Bânplakkersguod = = eigenaar = bonte avond = voorzieningen = welke = wc & douche bagagedrager betalen huurfiets bewaren fietsen Terug zijn strand bonnetje ophalen 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

Lehrerausbildung • 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 / Co. E (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- & Co. E-policy Mother tongue + 2 CLIL & Immersion Linguistic Diversity inclusive: minority and migrant languages Reitze Jonkman en Alex Riemersma