Perspectives on Foreign Language Policy
Studies in honor of Theo van Els
1st Edition
Published on 7. May 1997
VIII, 224 pages
978-90-272-7422-9 (ISBN)
Description
This volume, containing fourteen invited papers on foreign-language policy, starts off with a brief history of foreign-language teaching policy in the Netherlands. This historical outline is followed by four contributions of authors who once developed the Dutch National Action Programme (NAP) on Foreign Languages under the directorship of Theo van Els. The second section consists of five contributions written by experts from Germany, Israel, Finland and the United States, who reflect on the language policies adopted in their countries and on the international impact of the ideas developed in the NAP. The final section of the book presents four contributions from Dutch authors, all focussing on language policy issues related to the respective roles of Dutch as a second language, and of ethnic-minority languages in the Netherlands.
The contributions to this volume were written by friends and colleagues of Theo van Els, in recognition of his considerable contributions to that area of applied linguistics which has captured his fascination for many years: foreign-language teaching policy.
The contributions to this volume were written by friends and colleagues of Theo van Els, in recognition of his considerable contributions to that area of applied linguistics which has captured his fascination for many years: foreign-language teaching policy.
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Perspectives on Foreign Language Policy
Studies in honor of Theo van Els
Book
05/1997
John Benjamins Publishing Co
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Content
- PERSPECTIVES ON FOREIGN-LANGUAGE POLICY
- Title page
- Copyright page
- Table of contents
- Preface
- Foreign-Language Teaching Policy in the Netherlands 1800-1970: A Historical Outline
- Introduction
- 1. 1796-1857: FLT and the Beginnings of a National Educational System
- 1.1 The national school
- 1.2 The Education Act of 1806 and its implications for FLT
- 1.3 The earliest form of foreign-language teacher training
- 1.4 FLT and the Latin schools
- 1.5 FLT in Higher Education
- 2. 1857-1876: The Education Acts of 1857, 1863 and 1876
- 2.1 FLT in Extended Primary Education
- 2.2 FLT in the Higher Burgher Schools
- 2.3 FLT in the Grammar Schools
- 2.4 FLT at the University of Groningen
- 2.5 FLT and teacher training
- 3. 1876-1920: From Experiments to Consolidation
- 3.1 Government policy and FLT content
- 3.1.1 The Higher Burgher Schools (HBS
- 3.1.2 The Grammar Schools
- 3.1.3 Extended Primary Education
- 3.2 Foreign-language teacher training
- 4. 1920-1968: From Consolidation to Innovation
- 4.1 Consolidation in Secondary Education
- 4.2 Innovation: the post-war years and beyond
- 4.2.1 Higher Education
- 4.2.2 Secondary Education
- 5. Conclusion
- References
- The Task Force of the Dutch National Action Programme as an Instrument for Developing and Implementing Foreign-Language Policy
- A Growing Need for Foreign-Language Competence
- Supply and Demand Analysed
- Directions for a Future Policy
- The Establishment of the Task Force
- Central Issues of the Action Programme
- Concrete Actions to Implement the Recommendations
- The Political Testament of the Task Force
- Evaluation of the Task Force as an Instrument for Innovation
- References
- NAP as a Basis for a Coherent FLT Policy
- The Difficulty of Spanish for Dutch Learners
- Introduction
- Spanish in Dutch Education
- Easy and Difficult Languages?
- Mother Tongue and Foreign Language
- Differences in Learning Outcomes Between Languages
- School marks as a measure of learning outcom
- Learning outcomes and levels of language proficiency
- Perceived Difficulty
- The importance of learner characteristics in research into the difficulty of languages
- The difficulty of Spanish for Dutch learners
- References
- Changing Targets - Changing Tests
- Introduction
- Recommendations of the NAP and Points of Departure in Testing
- New Programmes and Tests
- Reading skill
- Listening skills
- Speaking skills
- Writing skills
- Priorities
- Conclusion
- Notes
- References
- Appendix A
- Appendix B
- Reading skills
- Listening skills
- Speaking skills
- Writing skills
- Horizon Taaland Language Planning in the United States
- Introduction
- Planning Oriented to Adult Use
- Centralization of Planning and Management
- The Choice of Languages
- Architecture
- Conclusion
- References
- Developing a Language-Competent American Society: Implications of the English-Only Movement
- Introduction
- Normative Bilingualism as Policy and Practice Internationally
- Pervasive Monolingualism as Policy and Practice Domestically
- Need for a Facilitative rather than Restrictive Policy
- Optimistic Developments within the Language Education Community
- Continuing Call for Restrictive Legislation
- Conclusion
- Notes
- References
- PlanningForeign-Language Education: An Israeli Perspective
- Introduction
- Language-Acquisition Planning
- National Language Capacity as the Basis for Language-Acquisition Policy
- The Situation in Israel
- Hebrew
- Arabic
- English
- The other languages
- Some Comparisons
- Notes
- References
- Implementation of Foreign-Language Policy in Finland
- Introduction
- Foreign-Language Planning
- Finnish Foreign-Language Policy
- Problems in Implementation
- The National Curriculum: The organizational level
- Interpersonal criteria
- Individual concerns
- Conclusion
- References
- Foreign-Language Policy from the Grass Roots
- Introduction
- Concepts of Language Policy
- The Project of a Society Based on a Language Division
- Realizing the Project
- Final Comments
- References
- Multilingualism in the Netherlands?
- Introduction
- Research questions
- The Investigation
- Method
- Informants
- Questionnaire
- Results
- Attitudes
- Conclusions
- Acknowledgements
- Notes
- References
- Minority Groups and Minority Languages in theNetherlands: Empirical Facts and Educational Policy
- Introduction
- Demographic Trends and Criteria
- Immigrant Minority Groups in the Netherlands
- The Status and Use of Ethnic-Minority Languages
- Shifting Perspectives on Home Language Instruction
- Outlook
- The role of the Ministry of Education
- The role of the municipalities
- The role of primary schools
- References
- From Mother Tongue to Foreign Language: Prospects for Minority-Language Educationin the Netherlands
- Introduction
- Migration to the Netherlands
- Primary Education
- Bilingual reception models
- Mother-Tongue Instruction
- Secondary Education
- Policy in Theory and Practice
- Theory
- Practice
- Discussion
- A Perspective
- Notes
- References
- Adult Second-Language Policy in the Netherlands: Some Considerations
- Introduction
- Policy and Tests
- Developments in adult education
- A Framework for Dutch as a Second Language for AdultLearners
- Functions of the scales
- Adult second-language learners
- Social demands and second-language learning
- Adult second-language education
- Problems in designing a DL2 framework
- Final exams
- Textbook construction and formative testing
- Conclusion
- Acknowledgements
- References
- Index
