Bilingual daycares in the Netherlands: an analysis of the implementation of bilingual input and underlying ideologies

Keydeniers, Darlene; Aalberse, Suzanne; Andringa, Sible; Kuiken, Folkert

doi:10.1080/14664208.2021.1939988

Cited by 10 publications

(6 citation statements)

References 16 publications

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“…Early exposure to bilingual material in the classroom, such as English, might result in a system of education being "Englishized" [39]. There appears to be a wide range in how schools support students with autism.…”

Section: Teachers Promote Equitable Education For Asd Studentsmentioning

confidence: 99%

Equitable Education for Bilingual Autism Spectrum Disorder Children

Adnyani¹,

Laksono²,

Anam³

et al. 2023

Proceedings of the Fifth Sriwijaya University Learning and Education International Conference (SULE-IC 2022)

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Inclusive and equitable quality education as the fourth Sustainable Development Goal (SDG) of the United Nations 2030 agenda is needed to provide education for all. All children, including those with autism spectrum disorder (ASD), have the right to get equal access and quality in learning with their peers in mainstream school. Their difficulty in social interaction and communication does not prevent them from acquiring and learning more than one language and becoming bilinguals. Bilingual children with or without autism spectrum disorder benefit from cognitive development, language skills, and executive function. Therefore, support from teachers and people in the environment to help them develop their second language with equality and equity is required as the prevalence of ASD children is increasing. This paper explores the importance of equitable education for bilingual children with autism spectrum disorder. It emphasizes what the English teacher should prepare to provide ASD students with an equitable education.

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Section: Teachers Promote Equitable Education For Asd Studentsmentioning

confidence: 99%

Equitable Education for Bilingual Autism Spectrum Disorder Children

Adnyani¹,

Laksono²,

Anam³

et al. 2023

Proceedings of the Fifth Sriwijaya University Learning and Education International Conference (SULE-IC 2022)

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“…In a study conducted in the Netherlands, Keydeniers et al (2021) analyzed language policy documents and questionnaire data collected from parents and teachers. They identified two underlying ideologies in the datasets: language policies aimed to involve Dutch children in English, German, or French programs to offer them an additional language.…”

Section: Studies On Parentsmentioning

confidence: 99%

“…They did not realize that metaphors were beyond the children's cognitive abilities and the visuals they used misled them. Furthermore, many studies involved privileged preschool learners of English of educated elite families (e.g., Keydeniers et al, 2021), whose parents could afford to pay for tuition in private programs. No study involved children with learning difficulties or behavioral problems or low SES.…”

Section: Approaches To Research Into Preschool Fl Programsmentioning

confidence: 99%

Studies on pre-primary learners of foreign languages, their teachers, and parents: A critical overview of publications between 2000 and 2022

Nikolov

Djigunović

2023

Lang. Teach.

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This article offers insights into trends found in 74 empirical studies on teaching and learning a foreign language (FL) in pre-primary schools in 25 countries. The emerging picture is like that of primary-school programs: most are implemented in English, mostly owing to parents’ enthusiasm rather than evidence on long term FL benefits. Researchers focus on measurable outcomes in the FL rather than embedding studies in what early childhood education and language policies aim for: developing children not only in a FL, but also in their first language and emotional, cognitive, and social domains. A short literature review on how children learn languages and what necessary conditions include, is followed by the evidence empirical studies offer along themes found in them. Research has revealed encouraging results as well as weaknesses, whereas most authors frame their findings in positive terms. Overall, the younger the children the slower their rate of FL development. The field is dominated by FL experts; it would benefit from early childhood expertise to shift it towards the whole child. Although the increase in research is significant, more is necessary to build a model of pre-primary FL programs. A table available online complements the text.

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“…Data were analyzed from families in the Netherlands that participated in a longitudinal study on the effects of Dutch-English daycare on language development (i.e., MIND study, for more details on this study, see Keydeniers et al, 2021). In this study, two-to four-year-old children's development in Dutch and English was investigated through language tests administered in four data waves, and information on children's language backgrounds was obtained through parental questionnaires.…”

Section: Participantsmentioning

confidence: 99%

Family language patterns in bilingual families and relationships with children’s language outcomes

Verhagen

Kuiken

Andringa

2022

Applied Psycholinguistics

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Past research shows that family language patterns (i.e., which languages are spoken in the family and by whom) are associated with bilingual children’s language use. However, it is unclear how input properties such as input quantity, parental proficiency, and language mixing may differ across family language patterns. It is also unclear whether the effects of family language patterns on children’s language proficiency remain when differences in input properties are controlled. We investigated (i) which family language patterns occurred in bilingual families in the Netherlands (n = 136), (ii) whether input properties differed across patterns, and (iii) how patterns related to children’s proficiency, once input properties were controlled. Home language situations were assessed through a questionnaire, children’s proficiency in Dutch and the minority language through vocabulary tests and parent ratings. Three language patterns were found: one-parent-one-language, both parents mixed languages or used the minority language. The results showed differences in input properties across all patterns, as well as effects of these patterns on children’s proficiency in Dutch and the minority language that disappeared once input properties were controlled. These findings do not provide robust evidence that family language patterns predict children’s proficiency, but rather, that input quantity is crucial.

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Bilingual daycares in the Netherlands: an analysis of the implementation of bilingual input and underlying ideologies

Cited by 10 publications

References 16 publications

Equitable Education for Bilingual Autism Spectrum Disorder Children

Equitable Education for Bilingual Autism Spectrum Disorder Children

Studies on pre-primary learners of foreign languages, their teachers, and parents: A critical overview of publications between 2000 and 2022

Family language patterns in bilingual families and relationships with children’s language outcomes

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