The language of newcomers: developments in Dutch citizenship education

Glastra, Folke; Schedler, Petra E.

doi:10.1080/1467598042000189989

Cited by 10 publications

(8 citation statements)

References 5 publications

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“…During this period, bilingual programs and their aims became marginalized as L1 language maintenance was no longer seen as the responsibility of the Dutch government. Glastra and Schedler (2004) explain how, during this period, Dutch government policy stated that the question of whether minority pupils would benefit from learning their own language in second language acquisition was at least controversial. It advised that education in languages and cultures of origin, the attendance of which was on a voluntary basis, should no longer be part of the regular curriculum.…”

Section: From Policy To Practice In the Eu: The Case Of The Netherlandsmentioning

confidence: 99%

Language education in the EU and the US: Paradoxes and parallels

Jeffery

Beuningen

2019

Prospects

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Across the globe, linguistically heterogeneous populations increasingly define school systems at the same time that developing the ability to communicate cross-culturally is becoming essential for internationalized economies. While these trends seem complimentary, they often appear in paradoxical opposition as represented in the content and execution of nationwide education policies. Given the differing geopolitical contexts within which school systems function, wide variation exists with regard to how policymakers address the challenges of providing language education, including how they frame goals and design programs to align with those goals. Here we present a cross-continental examination of this variation, which reveals parallel tensions among aims for integrating immigrant populations, closing historic achievement gaps, fostering intercultural understanding, and developing multilingual competencies. To consider implications of such paradoxes and parallels in policy foundations, we compare language education in the US and in the EU, focusing on the Netherlands as an illustrative case study.

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Section: From Policy To Practice In the Eu: The Case Of The Netherlandsmentioning

confidence: 99%

Language education in the EU and the US: Paradoxes and parallels

Jeffery

Beuningen

2019

Prospects

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“…Language is defined not simply as a medium of communication but also reflects power relations (Glastra and Schedler 2004). Within the PRC, the dominant position occupied by the Chinese language is self-evident.…”

Section: Trilingual Curriculum In the Four Models Of Schoolsmentioning

confidence: 99%

Trilingualism in Education in China: Models and Challenges

Feng

Adamson²

2015

Multilingual Education

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The book series Multilingual Education publishes top quality monographs and edited volumes containing empirical research on multilingual language acquisition, language contact and the respective roles of languages in contexts where the languages are not cognate and where the scripts are often different, in order to be able to better understand the processes and issues involved and to inform governments and language policy makers. The volumes in this series are aimed primarily at researchers in education, especially multilingual education and other related fields, and those who are involved in the education of (language) teachers. Others who will be interested include key stakeholders and policy makers in the field of language policy and education. The editors welcome proposals and ideas for books that fit the series. For more information on how you can submit a proposal, please contact the publishing editor, Jolanda Voogd.

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“…including Austria, Denmark, France, Germany, and the Netherlands (Glastra and Schedler 2004;Jacobs and Rea 2007;Joppke 2007;Hofhansel 2008;McNamara and Shohamy 2008). Examining citizenship tests in EU countries and the USA, Etzioni argues that these tests "have been shown to serve primarily as immigration control measures rather than as significant tools for preparation for citizenship" (2007: 356).…”

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confidence: 99%