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

1. Trilingual Education in Friesland: a ‘cool’ example of multilingualism Alex M.J. Riemersma Lector Frisian & Multilingualism in EducationResearcher at Fryske Akademy / Mercator a.m.j.riemersma@nhl.nlariemersma@fryske-akademy.nl FORUM Instituut voor Multiculturele Vraagstukken (Utrecht, 6 juni 2012)

2. Frisian is spoken in oneprovince (of 12) of the Netherlands: Fryslân

3. 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.

4. 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

5. “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

6. Old theory / ferâldere ideeën

7. New theory / nij ynsjoch

8. 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.

9. Iceberg by Jim Cummins – 2 peaks

10. Iceberg of Jim Cummins – 3 peaks

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

12. 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)

13. Actors formultilingualeducation Inside actors: • Educationalauthorities(national, regional, local school board) • School principals & class room teachers Actors fromoutside: • Parents & activists • Socialandcultural environment

14. Goals of bilingualeducation • Transitionalbilingualism, aiming at > bettercommand of nationallanguage; • Sustainable bi- / multilingualeducation > full bilingualism, biliteracy(in mother tongue andnationallanguage) Reality of migrant languages: • Neglectof (real) mother tongue = submersion > subtractivebilingualism

15. 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

16. MultilingualPrimaryEducationin 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

17. 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

18. 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

19. Trilingual education in Fryslân • Developments:(a) 2012: 50 primarytrilingual schools (=10%)(b) 100 schools: semi-multilingualeducation: mainlyDutch + English as a subject; Frisianmedium for (half) school day • Continuitytosecondaryeducation:2012: 3 pilot schools with the concept of multilingualclil (= medium of instruction)

21. Somerecommendations • Güven = Vertrouwen tussen school + thuis: Onderwijsondersteunend gedrag: • J. Nortier, Nederland meertalenland (2009), hoofdstuk 7 – 8 - 9 • Adultsandkids: reading & listening:www.tomke.nl (in Fries en Nederlands) • Buddy’s andkids: (double) enculturisationwww.aktion-zusammen-wachsen.de

22. Identification - native speaker charachter Language rich input:- reading aloud- story telling- immersion - interaction- vocabulary

23. Common Goals & Features Integration, NOT assimilation Multilingualproficiency: condition / goal / asset Support from (extended) family, school andinstitutions Positive attitude: multlingualismandmutlipleidentities as “asset”.

24. 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)

25. Dankuwel • Dankscheen • Eskerrik asko • Köszönöm Teşekkür ederim • Mercé plan • Grazia • Graciis • Kiitos • Multimesc • Hvala • Trugarez • Diolch Tankewol • Mange Takk