Trilingual schooling in Friesland (Netherlands) Dr. Alex Riemersma 5 december 2009 Mercator European Research Centre on Multilingualism and Language Learning

Introduction Frisian in the Netherlands Frisian in primary education Status & developments Trilingual schooling Model, results & developments

Frisian in Fryslân (Netherlands) Autochthonous minority language Western Germanic language Spoken in one province (of 12) of the Netherlands: Fryslân Fryslân has 640,000 inhabitants 55% has Frisian as mother tongue

Frisian Language Command

Status of Frisian Unique minority language in homogeneous linguistic area Recognised in the European Charter – part III + 48 undertakings Recognised second official language of the Netherlands Ambition: development of cultural language on equal footing with Dutch

Europe and Fryslân Fitting in EU policy towards: - linguistic diversity - mother tongue + 2 more languages Frisian as a good example in Europe: - multilingualism of the individual citizen and of the society Pupils feel at ease: at home, at school, in society, abroad

Language planning of Frisian “Endangered language” (Unesco level 6): intergenerational language transmission Language planning in key words: –Capacity / Infrastructure –Command / Opportunity of language use –Language will / Attitude

Pupil’s Frisian language use

Why multilingual education? Cultural heritage maintenance Transitional Bilingualism Full bilingualism, biliterate Cognitive develoipments Social developments Easier third language acquisition

Development of Frisian in primary education Legislation Frisian as a subject Medium of instruction Model of trilingual schooling

Legislation 1907After school time 1937Optional subject (higher grades) 1955Optional medium of instruction (lower grades) 1980Compulsory subject (all pupils) Optional medium of instruction (all grades)

Frisian as subject in primary schools Compulsory as a subject since 1980 –Attainment targets differentiate between Frisian mother-tongue speakers and pupils with Frisian as a second language –Minimum 1 hour / week –Attitude, understanding, reading –Little differentiation

Frisian as a subject Complaints about: - time investment - bad results - lack of differentiation - lack of continuity - quality of teachers

Prejudice on Frisian in education Frisian as a mother tongue has negative influence on: - language command of Dutch; - achievement of artihmetic. Research is on going, but does not confirm the prejudices

Frisian as language of instruction 50% of schools use Frisian as language of instruction – “Frisian Day” / “Afternoon” Mostly in arts and physical education Substantial differences between schools School radio / school television Trilingual schooling

Trilingual Schooling - 1 Model: Grade 1-6: 50% Dutch; 50% Frisian Grade 7-8: 40% Dutch; 40% Frisian; 20% English Results: - Dutch at same level other pupils - Frisian much better - English more fluent and with confidence

Trilingual Schooling - 2 Developments: : 28 primary schools : 50 primary schools (= 10%) : 250 primary schools (= 50%) “Early English” (grade 5; grade 1) Native speakers as class room assistants

Trilingual Schooling - 3 Challenges: Secondary education: - Continuity of learning & teaching - English and Frisian as subject & medium - Language command > CEFR – B2

Trilingual Schooling - 4 Challenges: Teacher training: - language command of English & Frisian (+ certificate) - trilingual stream in teacher training - didactic approach / CLIL

Trilingual Schooling in Europe Vaasa – Finland Basque Country – Spain North – Frisia – Germany Luxembourg Ladinia – Italy Catalonia - Spain Carinthia - Austria

Network of Schools

Eskerrik asko Mange Takk Diolch Tankewol Trugarez Grazia Graciis Dankscheen Mercé plan Kiitos Dz'akuju so Köszönöm Hvala Multumesc Spassi Ba