Trilingual Education in Friesland: a cool example of multilingualism Alex M.J. Riemersma Lector Frisian & Multilingualism in Education Meppel (International week) 25 April, 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 (= speakers) BUT: Frisian is successful as second language: 65% can read Frisian; 74% can speak Frisian; 94% comprehends Frisian.

Languages across the North Sea Reitze Jonkman en Alex Riemersma  Dia mei taartdiagram ferhâldingen

Characteristics of Frisian  FryskEnglishDutchGerman  Tsiis CheeseKaasKäse  TsjerkeChurchKerkKirche  KaaiKeySleutelSchlüssel  twa skieptwo sheeptwee schapen zwei Schafe  Ik haw west / I have been Ik ben geweest / Ich bin gewesen

6 Old theory / ferâldere ideeën

7 New theory / nij ynsjoch

Ice berg by Jim Cummins Reitze Jonkman en Alex Riemersma Lectoraat Fries & Meertaligheid in Onderwijs en opvoeding

Why multilingual education? Mother tongue development Cultural heritage maintenance Cognitive developments Social participation Easier third language acquisition Language maintenance

European Policies EU (27 member states / 23 languages): mother tongue + 2 other languages Multilingualism as an asset Mother tongue / father tongue Linguistic Diversity Life Long Learning Program > Erasmus for All = E4A

European Policies Council of Europe (47 member states): Common European Framework of Reference for Languages (CEFR) Charter for Regional or Minority Languages (to protect & to promote) Centre for Modern Languages (Graz): access and quality of language teaching

Mercator Network of Schools 94 schools 33 Regions 18 member states

Terminology Transitional bilingualism Subtractive bilingualism Sustainable bi - / multilingualism / full bilingualism, biliteracy Additive bi- / multilingualism

Models of multilingual education One person / one language > identification with ‘native speaker’ Split of time > language rich input Division of subjects > task specific & Content & language integrated learning Immersion

Immersion versus CLIL Immersion: from (pre-)school onwards more than 50% teaching time native speakers as teachers CLIL: Mainly in secondary education Less than 50% of teaching time Non-native speakers as teachers

Actors for multilingual education Educational authorities (national, regional, local school board) School principals & management Class room teachers Parents & students Social and cultural environemnt

Actors at Macro + Meso level Macro (national and international): conflicting policies National: stress on national language only – discouraging regional and migrant languages International: EU-/ CoE-policy: mother tongue + 2 Meso (school level): reflects conflicting policies Concept of Multilingual Education (ME) fits better to EU- & CoE-policy  CLIL & Immersion Reitze Jonkman en Alex Riemersma

Micro (school & class room) Teamwork of teachers of subjects and medium of instruction > integral approach Common descriptors of language command in the target languages > CEFR Comparable testing methods > student monitoring system Learning strategies of pupils based on translanguaging and language use Reitze Jonkman en Alex Riemersma

Multilingual Primary Education in Friesland Main stream primary education (500 schools): Limited multilingual education: mainly Dutch + English as a subject; very limited use of Frisian as a medium (orally – schooltelevision ) 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  Conciously separated use of languages: person / time / themes

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)

Multilingual Secondary Education in Friesland Main stream Secondary education: - Dutch dominant - English and Frisian as a subject only - Limited use of Frisian as medium in oral use only Experiments in progress: 3 TTO-schools: Dutch and English medium and Frisian as a subject only 3 ME-schools: Dutch, English and Frisian both as a subject and a medium Reitze Jonkman en Alex Riemersma

Multilingual Higher Education Trilingual stream at PABO Ljouwert Minor Multilingualism (30 ects) Master Multilingualism (60 ects) Lectureship > research and quality on continuity of teaching & learning

Synergy of multilingual education? Reitze Jonkman en Alex Riemersma Lectoraat Fries & Meertaligheid in Onderwijs en Opvoeding Problem 1: in theory, pupils are expected to acquire more languages simultaneously in context of the CUP-model / ice mountain (Cummins), but in school practice the watershed is persistent. Problem 2: comparability of different target languages with regard to levels of command and the measurement.

Task/ambition of lector Continuity of ME from primary to secondary education; adequate teacher training Two targets: Didactic approach for teacher training: - effective & integrated learning - aiming at results Development of measurement tool for comparable results of language command; Reference levels: CEFR, DFR and Anglia Reitze Jonkman en Alex Riemersma

CEFR & Anglia

Comparative levels Levels DFR & CEFR, Anglia & Frisia DFR 1F2F3F 4F CEFRA1A2B1B2C1C2 Anglia Junior Intermediate FrisiaStartStap 1Stap 2Stap 3

Conclusion Comparability of achievable levels of language command is related to: (a) the mother tongue of the student (b) complexity of target language (c) language rich input / quality of education Registration of progress of language command: (a) language portfolio of student (b) student monitoring system (c) language portfolio of teacher & school (d) class / school monitoring system Reitze Jonkman en Alex Riemersma

30 Eskerrik asko Mange Takk Diolch Tankewol Trugarez Grazia Graciis Dankscheen Mercé plan Kiitos Köszönöm Multimesc Thank you Hvala Dankuwel Tankewol