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Multilingualism and New Media

Multilingualism and New Media . Cor van der Meer Fryske Akademy Mercator European Research Centre on Multilingualism and Language Learning Brussels, 27 September, 2013. Overview. Friesland ( Fryslân ) Mercator European Research Centre, networks, provisions and resources

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Multilingualism and New Media

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  1. Multilingualismand New Media Cor van der Meer FryskeAkademy Mercator European Research Centre on Multilingualism and Language Learning Brussels, 27 September, 2013

  2. Overview • Friesland (Fryslân) • Mercator European Research Centre, networks, provisions and resources • Social media & language • ICT & Best practice

  3. Fryslân • Province of The Netherlands • 627,000 inhabitants • Frysk (Frisian) 2nd official language • 54% mothertongueFrisian Frisian adolescents • 50,000 teenagers • 50% mothertongueFrisian

  4. Education in Fryslân Visit Kazakh delegation February 2010

  5. Trilingual education in Fryslân (1) • Model used: • - Group 1-6: 50 % Frisian, 50 % Dutch • - Group 7-8: 40 % Frisian, 40 % Dutch, 20% English • Systematic use of Frisian, Dutch and English as a medium of instruction. • Interactive language education

  6. Trilingual education in Fryslân (2) • Results: • - Good quality of Frisian • - Results of Dutch at the same level at the end of grade 8 as all other pupils in the Netherlands • - Results for English slightly better, but not significantly

  7. Mercator European Research Centre on Multilingualism and Language Learning • Platform in Europe and beyond • Regional and Minority languages • Research & Information/documentation Centre • Funded by the Province of Fryslân and the municipality of Ljouwert/Leeuwarden • Co-operation with the Basque country

  8. Mercator’s activities • Research • Publications & databases • Network of Schools • Conferences & seminars • Projects • Q&A service

  9. Fields of Research • Language Survey Fryslân • Trends in PoliciesandPracticesforMultilingualism in Europe (LRE) • New technologies; E-learning & Social media • Application of the CEFR and the ELP in Europe • Informal learning and promotion of reading in families & households • Early Language Learning

  10. Publications • Research reports • Articles • Newsletters • Regional dossiers series • - > 40 language descriptions • - Update every 5-8 years • - Online available

  11. www.networkofschools.eu

  12. Early Language Learning MELT Project • Products: • Brochure forparents • Guide for pre-school practitioners • Research paper • Local awareness raising events • Closing conference

  13. 2. MELT goals • 1) Development of pre-school teaching methodology • 2) Encouraging practitioners on how to immerse children in the minority language • 3) Increase of parents’ awareness about multilingualism • 4) Raise awareness of policymakers across Europe

  14. I. MELT product: Brochure for parents • Multilingualism in everyday life • Bilingual brochures translated in eight languages: • Frisian-Dutch • Welsh-English • Swedish-Finnish • Breton-French • Arabic, Portuguese, Turkish, German, Low- German

  15. II. MELT product: Guide for pre-school practitioners • Implemented in 40 pre-school provisions in fourregions • Testedandevaluatedby 120 practitionersandtheir mentors • The MELT Guide: • providesideas a supportiveandrichlanguage environment languageagreements in pre-school provisionschildren’s multilingual development in the pre-school age

  16. II. MELT product: Guide for pre-school practitioners • Adults as linguisticrolemodels • Interaction • Observing and recording • Collaborationwith (grand)parents • Workingwiththemesand • concrete materials

  17. II. MELT product: Guide for pre-school practitioners Using a ‘minority charachter’ Story box- telling; For example, the book: ‘The Very Hungry Caterpillar’ • Goals of thoseactivities: • Identification • Methodology of story telling • Immersion • Interaction • Increasevocubulary

  18. III. MELT Research paper Summary of relevant literature on early multilingual learning, related to European smaller state and regional & minority language communities (2011, Bangma I. & Riemersma A.M.J.www.mercator-research.eu )

  19. EU policy recommendations based on best practices of the four regions • Necessary to draft a explicit language policy about multilingualism and immersion for minority languages • Good skills of the pre-school practitioners are required, coached by mentors • To offer a richlanguage environment, includingenough input of the minoritylanguage

  20. Language use on social media by Frisian adolescents Twitter research

  21. Maslow’shierarchy of needs 2.0 Introduction

  22. Frisianadolescents • 93% canunderstandFrisian (ave. 94%) • 71% canspeakFrisian (ave. 73%) • 77% canreadFrisian (ave. 76%) • 33% canwriteFrisian (ave. 30%) Source: provinsje Fryslân, fluchhifkingFryske taal, 2011 Introduction

  23. Dutch adolescents • 97% have a computer with internet connection • 76% have a smartphone with internet connection • 95% is active on social media • 65% are 24/7 online through their smartphone • >50% consider internet to be indispensable Source: Jongerenlijdenaan Social Media Stress (2012) / CBS (2013) Introduction

  24. Social media usageDutch adolescents (15-20 years) • 87% useFacebook – 65% daily • 82% useYouTube • 54% useTwitter – 35% daily source: newcom.nl (January 2013) Introduction

  25. It is saidthat….. • Since the upswing of social media, Frisian youth is writing more in Frisian • Supposedly they are writing Frisian phonetically Introduction

  26. Mercator European Research Centre / FryskeAkademy Research question: To what extent do social networks influence language use by Frisian adolescents aged 14-18 years? Research description

  27. Methods • Literature research • Twitter research • Online questionnaire throughsocial media and schools Research description

  28. Literature 1/2 • Cunliffe et al. (2013) Internet and social networking both a threat and opportunity for minority languages • Ó Riagáin et al. (2008) & Cunliffe et al. (2013): Teenage years crucial period for attitudes towards a minority language Literature

  29. Literature 2/2 • Jones and Morris (2005): Tendancyby Welsh speaking persons to switch theirconversationto English as soon as non-Welsh speakers jointhem • Cunliffe et al. (2013): Language use on socialnetworksreflects the language of real-worldcommunities • Jones et al. (2013): Intendedaudienceinfluenceschoice of language Literature

  30. Twitter research • April 18th 2013: FrisianTwitterday • Almost10,000tweetswith#frysk Research • Selection of 50 adolescents • Analysis of 6,019tweets Twitter research

  31. Research question What is the language use in tweets of adolescents aged 14-18 years who used the hashtagfrysk during the Frisian Twitterday? Subquestions: • Ratio Frisian – Dutch • Variables of influence • Frisian language use • Influence of the #Frysk campaign Twitter research

  32. Ratio Frisian - Dutch • On the Twitterday: around 50-50% • On otherdays: Dutch > Frisian • Tobecontinued (March 2014) Twitter research

  33. Variables of influence on languageuse • Audience • Gender • Tweetintensity • Tobecontinued (March 2014) Twitter research

  34. Frisianlanguageuse 1/5 • Oftenphonetical spelling • /ɔ/ written as o instead of a: mon (man), dot (dat), ol (al) • silent letters omitted: wost (wolst), kist (kinst), dost (dochst) • ‘broken’ diphtongs: jer (hear), skwalle (skoalle), gjit (giet) Twitter research

  35. Frisianlanguageuse 2/5 • Use of Dutch-isms (lexical) • erch (= slim) • vriendintsje (= freondin) • Use of Dutch-isms (syntactic) • Heit powerpointlittesjen (= Heit powerpointsjenlitte) Twitter research

  36. Frisianlanguageuse 3/5 • Dialect instead of standard language • harre, hewwe (hawwe) • mut (moat), fut (fuort) • hij, wij, mij (hy, wy, my) Twitter research

  37. Frisianlanguageuse 4/5 • Twitterlanguageandacronyms • sws (sawysa, sowieso) • ff (’effe’, efkes) • gm (goodmorning/goeiemoarn) • btw (by the way) • 1en (‘ienen’) Twitter research

  38. Frisianlanguageuse 5/5 • Code switching: • ik kin de kneepjes von 't vak onderhands wol • Dus jimhawwe nog een wiekevon dot dodelijk saaie examen training? • Sekerfjaherhaling vatbaar. Twitter research

  39. Questionnaires • Planning: autumn 2013 • Through social media and schools • Questions: • Demographic data • Frysk as mothertongue • Language use in different contexts • Use of social media • Language use on social media Questionnaires

  40. Futureplans • Finish this research spring 2014 • International cooperation • More research Future plans

  41. Good practice • Edufrysk, E-learning tool developed in Friesland • Provincial government policy • For learning Frisian language (& culture) • Age group 16+ • For all levels • Dutch as medium of instruction

  42. Structure • Language & culture online learning through: • Text (according interest) • Music / songs • Poetry • Games

  43. MySchoolsNetwork (MySN) • http://www.youtube.com/watch?v=LMJP2bEuOf0

  44. Education & Technology • Technologicalrevolution is due • OER and MOOC • Opportunitiesfor smaller languages

  45. Nvalalepa Thank you Tige tank • Eskerrikasko Köszönöm • Grazia • Mercé plan • Dankscheen • Graciis • Kiitos • Diolch • Dźakujuso • Spassi Ba • Hvala • Multumesc • Mange Takk • Trugarez www.mercator-research.eu For further information: gευχαριστώ

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