Dutch++: Varieties in Dutch as pluricentric language – year 3 ZEDDE ZOT? BEN JE GEK? 1

DUTCH ++” “EXAMPLES AND NEW MODELS FOR LEARNING AND TEACHING PLURICENTRIC LANGUAGES” Multilateral European language project Cooperation of University of Vienna, Freie Uni Berlin, Language Center of University of Tilburg, Thomas More University College – teacher training Third country partner: IOL (Institute for the training of teachers) Surinam (out since janaury 2013) 3 years – end 2014– kick off event 6/11/2014 Geel -

TEACHING DUTCH AS A FOREIGN LANGUAGE OR L2 (NOT L1 MOTHERTONGUE) Dutch: is official language in The Netherlands, Belgium and Surinam. tendency / evolution to own standard in each country acceptance of other varieties

DUTCH AND FLEMISH COLLEAGUES WILL HELP What’s the name? Tosti Croque Monsieur

Looloopneusboterneus

ALSO OTHER SENTENCE PATTERNS AND PRONUNCIATION NN on the telephone Sorry, ik heb het ver- keerde nummer Zou je me zo snel mogelijk terug willen bellen. BN Sorry, verkeerd verbonden. Zou je me zo snel mogelijk willen terugbellen? 6

PROBLEMS FOR DUTCH FOREIGN LANGUAGE − Language courses don’t prepare learners for reality! Clash course-situation - reality During the course : Dutch seems a very homogenous entity ↔ reality: learner hears all sorts of varieties (national, regional social) varieties (and often doesn’t understand) Learners often only learn the variety of Dutch their lecturer knows (  natiolect) or his variety of Dutch. a necessity of awareness of the different standards and different varieties.

DUTCH ++ :CHALLENGES How do we prepare learners of a (pluricentric) language for real life language? Can we give models that can be used by other pluricentric languages as well?

A digital learning platform for learners of Dutch as foreign or second language. (NT2 en NVT) Focus on exercises for functional language skills, receptive skills and on variation. WHAT DOES DUTCH ++ CREATE? 9

A WEBSITE UNDER CONSTRUCTION 10

Guide: 3 parts connected by all sorts of links 1. “Three times dutch”: Dutch in the Netherlands, Flanders and Surinam Characteristics and pereceptions (vb. What do the Dutch think of Belgian Dutch and vice versa ) 2. “Concepts and theories ” : meant for teachers 3. “Exercises ”: recognizing varieties (listening comprehension ) DUTCH++ AS PLATFORM 11

Exercises for 1. repetition of speech acts 2. comprehension 3. variety 1. Repetition exercises: on basis of a selection of speech acts out of different learner’s books: thanking, asking for reactions, buying things,… AS PLATFORM FOR EXERCISES 12

2. Comprehension exercises: − Innovative exercises (A and B-level) to strengthen the receptive skills of learners DUTCH++ AS EXERCISE PLATFORM 13

TYP THE MISSING WORD 14

Voorbeeld 1 (A-niveau, thema ‘op café/restaurant’): − Luister naar de volgende zin. − Audiofragment (vb. Mag ik bestellen?) − Vraag : Typ het ontbrekende woord. − Antwoordtype : (gatentekst) : Mag ik ____________ ? Voorbeeld 2 (B-niveau, thema ‘iemand begrip geven’): − Luister naar de volgende zinnen. − Audiofragment 2 zinnen (vb. 1. Dat is heel vervelend voor u. 2. Je moet je niet zo druk maken.) − Vraag : In welke zin hoor je het woord ‘heel’? − Antwoordtype: Zin 1 Zin 2 Zin 1 en 2 Geen zin DUTCH ++ AS EXERCISE PLATFORM 15

3. Variation exercises: − On A-level (CEFR) (basic) : to notice variation on level of pronunciation − On B-level(independent): to identify and understand varieties − On C-level (proficient): to actively produce varieties DUTCH++ AS EXERCISE PLATFORM 16

Why? − Need of evaluation of materials for quality control: Does the material respond to needs of learners and teachers? The testing leads to perfecting the materials TM: NEEDS AND QUALITY CONTROL: ASSOCIATED PARTNERS HAVE HELPED! 17

Questionnaires for different response groups: − NT2 Dutch as second and as foreign language, mothertongue speakers, teachers of Dutch − Different educational types and settings: university level, adult education, secondary school,… Advices: − work on lay-out, content ok! Reports ROLE THOMAS MORE: QUALITY CONTROL 18

SOME QUESTIONS… How much of language variation do you teach in schools? At primary or secondary level? Should foreign language learners as incoming immigrants learn the variety that is spoken in their region or the standard? Is there a need for focus on variety of standard in your language as well? Do you think the information and exercises Dutch ++ offers can be seen as an example for teaching your language as well?