Trilingual Education in Friesland: a ‘cool’ example of multilingualism

Alex M.J. Riemersma Lector Frisian & Multilingualism in Education

Researcher at Fryske Akademy / Mercatora.m.j.riemersma@nhl.nl

ariemersma@fryske-akademy.nlFORUM Instituut voor Multiculturele Vraagstukken (Utrecht, 6 juni 2012)

Frisian is spoken in one province (of 12) of the Netherlands: Fryslân

Frisian in Fryslân (Netherlands)• Autochthonous minority language• Western Germanic language• Fryslân has 640,000 inhabitants • 55% has Frisian as mother tongue (= 350.000 speakers)

• BUT: Frisian is successful as second language:• 65% can read Frisian; • 74% can speak Frisian; • 94% comprehends Frisian.

Characteristics of Frisian• Frysk English Dutch German• Tsiis Cheese Kaas Käse• Tsjerke Church Kerk Kirche• Kaai Key Sleutel Schlüssel

• twa skiep two sheep twee schapen zwei Schafe

• Ik haw west / I have beenIk ben geweest / Ich bin gewesen

“Mother tongue” definition & thinking

• EU policy: M + 2: each pupil / student / adult shall acquire two languages alongside the mother tongue.

• Implicit EU ideology:“mother tongue” = national language

• “Mother tongue” thinking process:either – or >>> and - and

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Old theory / ferâldere ideeën

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New theory / nij ynsjoch

Common sense / Prejudices

• The minority / migrant mother tongue prevents the pupils form acquiring the national language well enough.

• The minority / migrant language and dialects are for oral use only; they should not be taught for reading and writing purposes.

Iceberg by Jim Cummins – 2 peaks

Iceberg of Jim Cummins – 3 peaks

Why multilingual education?• Real Mother tongue development• Cognitive development - flexibility• Easier third language acquisition• Social participation• Cultural heritage maintenance• Language maintenance & transmission

European Policies• EU (27 member states / 23 languages):

M + 2: mother tongue + 2 other languages• Multilingualism as an “asset” • Mother tongue / father tongue• “Linguistic Diversity” ideology:

* includes minority and migrant languages* but member states are responsible (due to “subsidiarity”-principle)

Actors for multilingual education

Inside actors:• Educational authorities

(national, regional, local school board)• School principals & class room teachersActors from outside:• Parents & activists • Social and cultural environment

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)

Reality of migrant languages:• Neglect of (real) mother tongue =

submersion > subtractive bilingualism

Frisian in Education: transitional > …

• 1907: outside the curriculum• 1937: optional subject in primary school• 1955: optional medium of instruction• 1980: compulsory subject in primary school• 1993: compulsory subject in secondary

education• 1970: optional exam subject

Multilingual Primary Education in Friesland

• Main stream primary education (500 schools): mainly Dutch; Frisian + English as a subject.

• 100 schools: limited use of Frisian as a medium (one day / half day; + school television ).

• Trilingual primary education (about 45 schools): - Dutch, Frisian and English as subject and medium - aiming at integrated language learning.

Reitze Jonkman en Alex Riemersma

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

· Consciously separated use of languages: person / time / themes

Trilingual education in Fryslân

· Expected (& proved) results:

- Good quality of Frisian

- Results of Dutch at the same level at the end of grade 8 as all other pupils - Results for English slightly better

- Self consciousness in English better, but not significantly

Trilingual education in Fryslân

• Developments:(a) 2012: 50 primary trilingual schools (=10%) (b) 100 schools: semi-multilingual education: mainly Dutch + English as a subject; Frisian medium for (half) school day

• Continuity to secondary education:2012: 3 pilot schools with the concept of multilingual clil (= medium of instruction)

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Some recommendations

• Güven = Vertrouwen tussen school + thuis: Onderwijsondersteunend gedrag:

• J. Nortier, Nederland meertalenland (2009), hoofdstuk 7 – 8 - 9

1.Adults and kids: reading & listening:www.tomke.nl (in Fries en Nederlands)

2.Buddy’s and kids: (double) enculturisationwww.aktion-zusammen-wachsen.de

Identification - native speaker charachter

Language rich input:- reading aloud- story telling- immersion - interaction- vocabulary

Common Goals & Features

• Integration, NOT assimilation• Multilingual proficiency:

condition / goal / asset• Support from (extended) family, school

and institutions• Positive attitude: multlingualism and

mutliple identities as “asset”.

Recommended Literature• Colin Baker, A Parents’ and Teachers’ Guide

to Bilingualism (1995).Idem: Zweisprachigkeit zu Hause und in der Schule: Ein handbuch für Erziehende.(vertaling in Turks in voorbereiding!) 

• François Grosjean, Bilingual: Life & Reality (2010)

• Ofelia Garcia, Bilingual Education in the 21st Century. A global perspective (2009)

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• Eskerrik asko

• Mange Takk

• Diolch

Tankewol

• Trugarez

• Grazia

• Graciis

• Dankscheen

• Mercé plan

• Kiitos

• Köszönöm

• Multimesc

• Hvala

• Dankuwel

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