Setting the Catherine wheel in motion

Earls, Clive W.

doi:10.1075/lplp.37.2.02ear

Cited by 14 publications

(3 citation statements)

References 27 publications

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“…Doiz et al 2013;Earls 2013;Jenkins 2014;Hultgren 2014a;Werther et al 2014;Kuteeva 2014 and in this volume;etc). Doiz et al 2013;Earls 2013;Jenkins 2014;Hultgren 2014a;Werther et al 2014;Kuteeva 2014 and in this volume;etc).…”

mentioning

confidence: 81%

Attitudes to English

Ferguson¹

2015

Attitudes Towards English in Europe

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Gibson Ferguson Attitudes to EnglishThe publication of this volume comes at a time of increased debate, and tensions, over language issues in Europe, and of change in the academic discipline of language policy and planning (LPP). The tensions derive from two major social developments which challenge the traditional autonomy of the nation-state in language matters.The first of these, dealt with here very briefly, is the challenge from within Europe itself, posed by the increased multilingualism and ethnic diversity brought about by large-scale migration. This diversity, or 'superdiversity' as Vertovec (2007) puts it, 1 is a challenge to traditional conceptions of the nation-state precisely because language has historically been a foundational factor in the construction of a sense of national identity in many European states. In particular, the standardization, codification and dissemination of a single national language, distinct from surrounding tongues, had been widely seen as essential for national cohesion and for the functioning of the state, and for this reason the policies of European nation-states have traditionally tended to exhibit an endemic bias toward monolingualism in the dominant national language (Wright 2004;Ferguson 2006). It is hardly surprising, then, that recent sharp increases in arrivals of speakers of other languages have been unsettling, and all the more so because recent migrants have remained more transnationally engaged than previous migrant generations, often expressing dual or multiple national loyalties. 2 A recent manifestation of the disquiet has been the imposition of ever stricter requirements for granting citizenship, and, in particular, the introduction in several European states (e.g

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confidence: 81%

Attitudes to English

Ferguson¹

2015

Attitudes Towards English in Europe

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“…What do these results ultimately say about the status of the Dutch and English language in Dutch bilingual preschool education? On the one hand, the introduction of bilingual preschool education in the Netherlands is part of an ongoing 'Englishization' (Earls, 2013) of the Dutch educational system (described in The role of English in Dutch education): it is related to a societal as well as educational change that has been taking place for decades. In that sense, Dutch-English bilingual preschool education can be viewed as a product of the importance of English in Dutch society.…”

Section: Language Attitudes and Statusmentioning

confidence: 99%

“…While concerns have been raised about the status and use of Dutch due to the prominent position of English (for an overview, see Nortier, 2011), English is gaining ground in the Dutch educational system. This 'Englishization' (a term coined by Earls, 2013) of the Dutch educational system has already left its marks in primary and secondary education: bilingual Dutch-English primary and secondary schools are becoming increasingly popular (Edwards, 2016, p. 28) and in 2017, the Dutch government proposed to introduce bilingual education into the Dutch preschool system (Staatsblad 249, 2017). As part of a pilot study, bilingual curricula using English, French or German as an additional language next to Dutch could be implemented into Dutch preschool education.…”

Section: Introductionmentioning

confidence: 99%

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

Keydeniers

Aalberse

Andringa

et al. 2021

Current Issues in Language Planning

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This paper analyses the motivations behind the implementation of bilingual education in the Dutch preschool system and relates this to the status of Dutch in the Dutch educational system. Based on the analysis of policy documents and questionnaires filled in by parents and teachers, this study reveals two different underlying ideologies that the government, daycares and parents have adopted. The ideology of the Dutch government and daycare organizations visited by a Dutch-speaking audience is centered around Dutch-speaking children acquiring English as a foreign language. On the other hand, non-Dutch speaking parents and daycare organizations visited by an international audience rather want to expose non-Dutch speaking children to Dutch, to facilitate better integration into the Dutch community. The data thus suggest that not only English but also Dutch is important for many parents. Still, the introduction of bilingual daycares is part of an ongoing 'Englishization' of the Dutch educational system that has been taking place for decades. Future research should determine what a larger scale introduction means for the status of the Dutch language in the Dutch preschool system in the long run.

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Euro‐Englishes

Hilgendorf¹

2019

The Handbook of World Englishes

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Setting the Catherine wheel in motion

Cited by 14 publications

References 27 publications

Attitudes to English

Attitudes to English

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

Euro‐Englishes

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