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TEACHER EDUCATION Vorselaar

TEACHER EDUCATION Vorselaar. Dutch ++. Bachelor of education: secondary school Applied Research – Research projects of students. UNIVERSITY COLLEGE K.H.KEMPEN Dutch ++ Vorselaar Vienna. Dutch ++” “Examples and new models for learning and teaching pluricentric languages”.

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TEACHER EDUCATION Vorselaar

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  1. TEACHER EDUCATIONVorselaar

  2. Dutch ++ • Bachelor of education: secondary school • Applied Research – Research projects of students

  3. UNIVERSITY COLLEGE K.H.KEMPENDutch ++Vorselaar Vienna

  4. Dutch ++”“Examples and new models for learning and teaching pluricentric languages” • MultilateralEuropeanlanguage project (LifelongLearningProgramme) Cooperation of: • University of Vienna, • FreieUni Berlin, • Language Center of University of Tilburg, • KH Kempen University College • Third country partner: IOL (Institutefor the training of teachers) Surinam • 3 years – 100 % score –full funding

  5. Teaching Dutch as foreign language (FL) or L2 • Dutch: official language in The Netherlands, Belgium and Surinam • One standard language or three? • 10 years ago I would say 1 • Now? • Tendency for own standard

  6. Taalunie: diversity in unity

  7. Dutch colleagues will help What’s the name? What’s the name?

  8. Dutch colleagues will help een lolly – een lekstok een biertje – een pintje

  9. Big difference between the written and spoken language • Are you out of your mind? Are you nuts? • Ben je gek? (NN) • Zedde zot? (BN) Not one word is the same!

  10. Problems for DFL- DL2 (Dutch foreign language – Dutch second language) • DL2: students learn in coursebooks the Dutch Dutch standard forms • they hear in Belgium /Flanders Belgian - Dutch forms • Language courses don’t prepare them for reality of varied language

  11. Problems for DFL • They only learn the variety of Dutch their lecturer knows (most of the time Dutch Dutch) • There is at least a necessity of awareness of the different standards and different varieties.

  12. Challenges • How do we prepare learners of a language for real life language? • At what stage of language learning do we prepare learners for real life language?

  13. The listening eye • How difficult is it to understand the spoken language? • How much repetition of language functions and language situations do we need in starter’s courses of a language?

  14. How about your situation? • How much of language variation do you have with your language? • What’s the opinion about dialects? • Do you only teach the standard language or also varieties of the language (horizontal or vertical varieties)? • How much of language variation do you teach in schools?

  15. How about teaching your language as foreign language? • Only standard language? • Varieties?

  16. This was Vienna, next year Paramaribo!

  17. University of Vienna

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