Trilingual schooling in Friesland Netherlands Dr Alex Riemersma

Trilingual schooling in Friesland (Netherlands) Dr. Alex Riemersma 5 december 2009 Mercator European Research Centre on Multilingualism and Language Learning www. mercator-research. eu

Introduction • Frisian in the Netherlands • Frisian in primary education Status & developments • Trilingual schooling Model, results & developments

Frisian in Fryslân (Netherlands)

Frisian Language Command

Status of Frisian • Unique minority language in homogeneous linguistic area • Recognised in the European Charter – part III + 48 undertakings • Recognised second official language of the Netherlands • Ambition: development of cultural language on equal footing with Dutch

Europe and Fryslân • Fitting in EU policy towards: - linguistic diversity - mother tongue + 2 more languages • Frisian as a good example in Europe: - multilingualism of the individual citizen and of the society • Pupils feel at ease: at home, at school, in society, abroad

Language planning of Frisian • “Endangered language” (Unesco level 6): intergenerational language transmission • Language planning in key words: – Capacity / Infrastructure – Command / Opportunity of language use – Language will / Attitude

Pupil’s Frisian language use

Why multilingual education? • Cultural heritage maintenance • Transitional Bilingualism • Full bilingualism, biliterate • Cognitive develoipments • Social developments • Easier third language acquisition

Development of Frisian in primary education • • Legislation Frisian as a subject Medium of instruction Model of trilingual schooling

Legislation • 1907 • 1937 • 1955 • 1980 After school time Optional subject (higher grades) Optional medium of instruction (lower grades) Compulsory subject (all pupils) Optional medium of instruction (all grades)

Frisian as subject in primary schools • Compulsory as a subject since 1980 – Attainment targets differentiate between Frisian mother-tongue speakers and pupils with Frisian as a second language – Minimum 1 hour / week – Attitude, understanding, reading – Little differentiation

Frisian as a subject • Complaints about: - time investment - bad results - lack of differentiation - lack of continuity - quality of teachers

Prejudice on Frisian in education • Frisian as a mother tongue has negative influence on: - language command of Dutch; - achievement of artihmetic. • Research is on going, but does not confirm the prejudices

Frisian as language of instruction • 50% of schools use Frisian as language of instruction – “Frisian Day” / “Afternoon” • Mostly in arts and physical education • Substantial differences between schools • School radio / school television • Trilingual schooling

Trilingual Schooling - 1 • Model: Grade 1 -6: 50% Dutch; 50% Frisian • Grade 7 -8: 40% Dutch; 40% Frisian; 20% English • Results: - Dutch at same level other pupils - Frisian much better - English more fluent and with confidence

Trilingual Schooling - 2 • Developments: - 2009: 28 primary schools - 2012: 50 primary schools (= 10%) - 2030: 250 primary schools (= 50%) • “Early English” (grade 5; grade 1) • Native speakers as class room assistants

Trilingual Schooling - 3 Challenges: • Secondary education: - Continuity of learning & teaching - English and Frisian as subject & medium - Language command > CEFR – B 2

Trilingual Schooling - 4 Challenges: • Teacher training: - language command of English & Frisian (+ certificate) - trilingual stream in teacher training - didactic approach / CLIL

Trilingual Schooling in Europe • • Vaasa – Finland Basque Country – Spain North – Frisia – Germany Luxembourg Ladinia – Italy Catalonia - Spain Carinthia - Austria

Network of Schools

• Eskerrik asko Tankewol Köszönöm • Grazia • Mercé plan • Dankscheen • Graciis • Kiitos • Diolch • Dz'akuju so • Hvala • Trugarez • Spassi Ba • Mange Takk • Multumesc