1. Trilingual Education in Friesland: a cool example of multilingualism Alex M.J. Riemersma Lector Frisian & Multilingualism in Education Meppel (International week) 25 April, 2012

2. Frisian is spoken in one province (of 12) of the Netherlands: Fryslân

3. Frisian in Fryslân (Netherlands) Autochthonous minority language Western Germanic language Fryslân has 640,000 inhabitants 55% has Frisian as mother tongue (= 350.000 speakers) BUT: Frisian is successful as second language: 65% can read Frisian; 74% can speak Frisian; 94% comprehends Frisian.

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

5. 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. 6 Old theory / ferâldere ideeën

7. 7 New theory / nij ynsjoch

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

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

10. 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

11. 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

12. Mercator Network of Schools 94 schools 33 Regions 18 member states

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

14. 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

15. 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

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

17. 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

18. 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

19. 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

20. 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

21. 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)

22. 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

23. 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

24. 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.

25. 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

26. CEFR & Anglia

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

28. 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. 30 Eskerrik asko Mange Takk Diolch Tankewol Trugarez Grazia Graciis Dankscheen Mercé plan Kiitos Köszönöm Multimesc Thank you Hvala Dankuwel Tankewol