bluuebunny/crossref_metadata_2025 huggingface dataset:
Interactie-Analyse en Onderwijsvernieuwing
Authors: van der Leeuw Bart
Published: March 2014

Within the study of interaction in the classroom we might distinguish three perspectives: a linguistic one, one that is related to schoolpolitics and a practical one. Linguists often tend to concentrate only on the linguistic perspective. To restore the balance, in this contribution I'll lay stress on the practical perspective, while the schoolpolitical perspective will figure as significant context. With a "practical perspective" on the analysis of classroom interaction I do not mean to offer a list of instructions which teachers can (or must) apply in their classroom prac-tice, but to create the possibility for teachers to have a meaningful reflection at their own lessons. How this can be done I'll try to show by discussing some aspects of the so called "Paulusproject", a curriculum innovation project which emphazises the role of language in learning processes. Successsively attention will be paid to:
- the backgrounds, aims and practice of the Paulusproject: At the St.Pauluslyceum in Tilburg a small group of tea-chers has developped during the last 7 years several pro-grams for various subjects (like history and biology) for pupils of the 7-th form (12,13 years old). In those programs one has tried to achieve an integration of subject teaching and language teaching.
the way in which the profeet teachers reflect at their own practice:
In the Paulusproject curriculum development has always been closely related to the reflection at the existing classroom practice. This reflection has been made possible by team teaching(a biologist and an Enlish teacher working together in one and the same lesson) and by re-cording the lessons on videotape. In general meetings the project teachers watched these videotapes and made "explorative analysis" of lessons. An example will be given of the way teachers used interaction analysis du-ring such a meeting.
an example of practice oriented analysis of classroom interaction:
Discussing a few fragments from biology lessons I'll try to show what I mean by an 'explorative' analysis. Although from a linguistic point of view such an ana-lysis may have various hooks and eyes, I'll suggest that for the progress of the project it has been of great value: it can be made rather quick by the teachers themselves and it maintains a high level of liveliness.
some general conclusions:
With reference to the experience we have had in the Pau-lusproject, I'll conclude with some remarks on interaction analysis, curriculum innovation and the description of innovation.
"En De Leerkracht Knikte Petra Glunderend Toe"
Authors: Gribling Miriam , Koole Tom , ten Thije Jan D. , Tromp Peter
Published: March 2014

The article presented here gives a brief illustration of some results of a case study which took place in 1982. This study fits in with the framework of a larger scale project of the SLO (Foundation for Curriculum Development, Enschede): Language competence in primary school.
The goal of this research was twofold:
- what is the influence of teacher nlanning on the interaction
- what is the influence of the interaction, especially with regard to the contribution of the children, on the implementation of the planning.
In short, we want to outline the reciprocal influence of nlanning and interaction.
The study took place in two classes of a more or less open-plan primary school in Kerkrade. Both linguists and educationalists worked together in a close interdisciplinary co-operation. In addition we worked closely together with the teachers involved and with the curriculum developers.
The researchers participated in the classes for two weeks, made videotapes, and transcripts. Also we took Stimulated Recall Inter-views; viewing sessions with researchers and teachers together to obtain teachers' objectives, interpretations and to verify internretations of the researchers. This method should always play an important role in analyzing Classroom interaction.
This article focuses on one of the most important results of the study; the model of analysis. Within this model interaction is defined as a process of negotiation. Furthermore we made a distinction between teacher planning before and during the lesson, referred to as pre-active and intra-active planning. A central position in this model is taken up by the notion 'moment of decision'. This notion allows us to make the connexion between interaction and planning visible. A series of these moments establishes the actual interaction. It is in these moments that both the teacher and the children achieve consensus with relation to the organisa-tion and content of the interaction. Each participant negotiates from a certain point of view.
Within a language situation the perspectives of the participants are never the same. They depend on the rights and obligations one has within the specific situation. Concerning the classroom situation we point out some aspects of on the one hand the teacher and on the other hand the group of children. We pay attention to the institutional role of the teacher, her intentions, planning, objectives and past educational experiences with or without the same group of children. Children of their own also have intentions and past experiences. For the analysis of a 'moment of decision' we describe both the perspectives of teacher and pupil, and the consensus they achieved.
Basisonderwijs En Dialekt In Skandinavie
Authors: Alkema Hinka , Brente Lise-Lotte , Diks Marion , Neuman Ineke
Published: March 2014

In the first part of our paper we investigate what the law and the official curriculum say about the use of dialect in primary schools in Denmark, Sweden, the Swedish-speaking part of Finland and Norway. In (2) we take a look at the language attitudes of pupils and teachers towards dialect, while (3) deals with the question if, when and by whom dialect is used during the lessons. In countries with a standard language education is generally based on this standard. Pupils speaking other varieties are said to have problems at school. What kind of problems are signalled in Scandinavia is dealt with in (4). In (5) we discuss what solutions, in the form of experiments with different methods of integrating the mother tongue and the standard language, are found. In this paper we contrast Denmark, Sweden and Finland with Norway. The first three countries have both a written and a spoken standard language, and all pupils are supposed to learn to understand, read, write and speak this standard in a more or less rigid form. Norway has over a hundred years experience in dialect integration, since its 1879 Education Act says that education should be given as much as possible in the children's own language. There is no official spoken standard language, but there are two officially recognized written standards. These are however, not as rigid as those in Denmark, Sweden and Finland. We conclude with recommendations given by Scandinavian experts on education, with regard to the integration of dialect in education (6).
Interactioneel Leraarsgedrag In Relatie Tot Het Schoolvak
Authors: Wubbels Th. , Créton H.A. , Hooymayers H.P.
Published: March 2014

In this paper we describe findings concerning a limited part of teacher behaviour namely relational skills. These skills are of vital importance if a teacher is to create a good classroom atmosphere. On the basis of theories of Leary (1957) and Watzlawick et al. (1968) we have constructed a model that describes relational aspects of teacher behaviour. This model focusses on teacher behaviour as revealed in teacher pupil interactions. These interactions are analysed by means of the system theory of communication. We have investigated teacher behaviour as observed by teachers and pupils, with the help of an instrument called 'The Questionnaire for Interactional Teacher Behaviour'. It is found that from the pupils' point of view good teachers are distinguished from bad teachers by the amount of kindness and understanding they show, their helpfulness and the way they manage a class. We also investigated the behaviour that teachers themselves wish to display. They agree about the need to be kind, helpful and understanding but differ in the amount of strict behaviour they want to display and in the amount of freedom and independence they want to give to pupils. We also investigated with this questionnaire the teacher behaviour of teachers who teach different subjects. It is found that pupils consider modern language teachers in particular to behave differently from other teachers; they are stricter, less kind and give less independence to pupils. This different behaviour of modern language teachers may be due to the structure of the subject matter, or to the way in which languages are taught at universities to future teachers.
We think teacher trainers should be concerned with our findings because when teachers, and particularly language teachers, become older they seem to have increasing difficulty in creating and maintaining an adequate relationship with their pupils.
Spreekvaardigheidsdidactieken Duits
Authors: Reijnen Frans A.M.
Published: March 2014

The aim of this article is to answer the following questions:
1. How do teachers teach oral proficiency in German?
2. Are there any consistent oral proficiency methods for German in use in the field of education?
3. Which teachers use the the various oral proficiency methods?
Answer to question no. 1.; The teaching of oral proficiency in German is mainly characterized by the following features:
- The aims realized mainly have a grammatical content.
- Many teachers don't have a positive attitude towards innovations.
- The choice of the educational appliances and the didactic ways of teaching is determined by the importance that is attached to grammar.
- The following way of teaching is often used: the teacher stands in front of the class and teaches all the pupils the same things at the same time.
- When oral proficiency in German is evaluated, not the grammatical aspect is the most important but rather the communicative aspect.
Answer to question no. 2.: In Dutch educational circles two linguistically minded oral proficiency methods for German are used. No audio-lingual oral proficiency method was used. At the same time three oral proficiency methods were found that are more (ped)-agogically minded.
Answer to question no. 3.: It appears that two oral proficiency methods are used especially by teachers who teach in schools that have a rather low level, and hardly by teachers who teach in schools that have a rather high level.
Het Korrigeren Van Fouten Bij Het Leren Spreken Van Een Vreemde Taal.
Authors: Pouw Aart
Published: March 2014

Teachers of foreign languages have many problems in dealing with errors in oral communicative exercises: should errors be corrected or does correction interfere with the communicative effort of students?
The present study reviews research in this field, in particular the need of correction, its effects and the risk of "fossilization". Emphasis is on the studies of teachers' correction behaviour in the classroom, which seems to be rather ambigous for students; the effects on communication are rather negative. There are few studies dealing with oral work and peer-correction or self-correction. Studies on grammatical judgements show the need of prudence. Effective studies of error gravity from a communicative point of view have to be set up. The effects of methodologies of error prevention or correction need to be studied. The effects of errors have to be measured in communicative situations by means of native - non-native interaction.
Innovatie In Het Moderne Vreemde Talen Onderwijs - Niet Alleen Een "Vak" Probleem
Authors: Saris T.M.P.
Published: March 2014

When we talk about innovation in the teaching of modern foreign languages, we often refer to various areas: new theories in the. psychology of learning, advanced lesson materials, etc. All these aspects have one thing in common, namely, that they are intended to bring about changes in classroom practice. However, a self-evident relation between the areas of innovation mentioned and the classroom practice is too readily assumed. This leads to disappointing results for teachers and councellors alike. One thing that is clearly demonstrated is the importance of the individual teacher's experience in the innovation process. This determines to a large extent how the teacher operates in that process. In order to gain insight into the complexity of an innovation process the 'Concerns-Based Adoption Model' (CBAM) was used in the Mavo project. This model was introduced by Van den Berg and Vandenberghe and was adapted for the Dutch/Belgian situation. This model utilizes 'Stages of Concern' which give insight into the processes that (can) take place within teachers during an innovation process. These 'Stages of Concern' are closely related to the 'Levels of Use' - these latter being the means by which we measure the way in which and the extent to which teachers use innovation.
Application of this model in the Mavo project led to, among other things, a reflection on the relational aspects of guidance activities. The 'Concerns-Based Adoption Model' could fulfil a mirror function for those who would like to gain insight into the effects of their guidance activities
De Nieuwe Part-Time Opleiding Tot Leraar Mvt
Authors: Matter Johan
Published: March 2014

In the Netherlands, one of the ways of getting a teaching qualification is via a variety of evening courses, named LO, MO-A and -B, which were meant originally for career-minded primary-school teachers· This part-time curriculum takes the student at least 3+2+4=9 years, and will bring him a third, second or first degree of qualification. The third degree enables him to teach in the lower secondary schools (LBO, MAVO), the second degree in the lower grades of the higher secondary schools, the first degree, equivalent to the qualification obtainable at universities, in all the forms of secondary schools. The programmes in these courses, some of which are as much as a hundred years old, had a reputation of solid traditionalism. In the early seventies new institutes for teacher training (NLO-institutes) were created, which allow the student in full-time courses to get a second and third degree in two different subjects. These institutes were based on a new educational philosophy and were more oriented towards the teaching profession than the traditional part-time courses. In 1978, the minister of Education allowed the old MO-institutes to renew themselves in order to become up-to-date training institutes. This article describes the operation that this decision implied-The restructuring of the LO-MO-A had to take place according to the so-called Y-model. After a first preparatory year the student passes a preparatory exam which has a diagnostic function, both for him and the Institute. After two years of study the student has to choose between two options: the general education option and the teacher training option. In the modern language field the general option leeds to careers in which a thorough knowledge of a specific foreign language and foreign-language culture is required, such as in journalism or in industry. The article, however, limits itself to the teaching option for modern languages. If one compares the new situation with the old one, one finds the following more or less fundamental differences:
- Whereas vast differences could be observed in the nature of the curricula for the respective languages in the old situation, the objectives for the new curricula were defined along the same lines which allows for a maximum of comparability.
- In the new situation the student gets a third degree after three years, and a second degree after one more year·
- Great importance is attached to oral and written skills, much less to grammar and translation.
- Unlike the situation of old, every element in the curriculum should be legitimized to a large extent by its relevance to teaching.
- Foreign language culture is taught with an emphasis on today's political, social and cultural manifestations.
- The most profound break with the past is that 25 per cent of the curriculum is devoted to general didactics and language pedagogy.
De Opleiding Van Leerkrachten Voor Onderwijs In Een Multi-Etnische En Multi-Culturele Maatschappij.
Authors: Steinert Irène
Published: March 2014

From 1950 onwards the ethnic and cultural structure of Dutch society has been radically changing. The influx of people from the former colonies, of refugees and foreign labour is especially noticable in the large towns and in industrial areas. Their children attend the regular Dutch schools; if necessary these schools receive facilities for extra language tuition and guidance.
The institutes for teacher training have to accommodate themselves to this new situation in the schools, where Dutch is no longer the self-evident medium and where cultural differences have their effects in the classroom.
The necessary changes in the teacher training curriculum must be effected by means of an innovation process emphasizing the links between socio-cultural issues and policies, and educational measures.
To mention a few aspects:
There is a continuing discussion about the question to what extent ethnic groups have to assimilate to the dominant culture, or if they have a right to preserve their own language and culture within a national and international context. In the U.S. there is a strong trend towards multi-cultural (intercultural) education offering possibilities for identification to all pupils.
In the Netherlands intercultural education is promoted by the authorities as a way to create mutual understanding and respect between children of different ethnic backgrounds.
The schools have problems in trying to implement the idea of intercultural education and the teaching of Dutch as a second language. Teaching staff are not prepared for this task, materials and guidelines are hardly available. In the shadow of these technical difficulties lies another less tangible problem: will all those concerned come to accept the new multicultural situation?
NLO (New Teacher Training) Institutes in the Netherlands are now
working on four problem areas:
1) establishing the educational needs of both allochthonous and autochthonous pupils with respect to intercultural education;
2) establishing criteria for learning materials in the sphere of intercultural education, including second language acquisition which is especially difficult when it comes to the technical languages connected with various school-subjects;
3) establishing the necessary professional preparation for teaching in a multicultural and multilingual situation; in terms of skills to be mastered and curricular materials for the training of these skills;
4) further changes in the curriculum of teacher training institutes to improve their functioning in a multicultural and multiethnic society.
Taaltechnologie Voor Het Nederland
Authors: Kempen Gerard
Published: March 2014

This paper presents an overview of the Natural Language Technology Project which is being carried out at the University of Nijmegen since the end of 1982. A sketch of the project's main goals is followed by a description of the state-of-the-art as of March 1984. The principles underlying the design of the various linguistic modules (morphological and syntactic parsers, morphological and syntactic generators, a large lexical database, an object-oriented knowledge representation system based on LISP) are explained. An integrated design is proposed for a natural language dialogue system sharing many components with an "author system", i.e., with a software tool capable of assisting authors in preparing and editing documents on the basis of built-in linguistic knowledge.
Vaktaal in Een Nieuwe Reeks Vertaalwoorden-Boeken
Authors: Martin W.
Published: March 2014

In this paper the follwing topics are dealt with
1. lexicon vs. grammar dictionaries
2. lexical selection in dictionaries
3. general vs. special dictionaries
4. frequency of lexical items
5. central vs. peripheral items
6. contrastive lexicology
7. user-orientation in dictionairies
All examples are taken from the new English Van Dale (English-Dutch).
Themaovergangen in Commerciele Onderhandelingen
Authors: Stalpers Judith , Ulijn J.M.
Published: March 2014

Foreign Language speaking negotiators in the business-world experience problems in finding the proper and diplomatic way to end a conversation or to change the theme of the conversation. Before trying to find the specific linguistic problems of the foreign language speaker, we want to describe how participants end both a theme and the whole conversation. In this paper we will show how the repetition of something that has already been said during the theme-treatment opens up the negotiation for a theme-ending.
Bemiddelaar of Doe-Het-Zelver
Authors: Welsing W.P.B.M.
Published: March 2014

A taxonomy of ESP Courses by Peter Strevens is used to classify eight requests for cooperation received in a single day by the author, director of a teaching institute for translators. The classification shows that there is a need for a great variety of ESP courses. Especially jurists, economists, engineers and medical men often have to appeal to 'mediators' in cases in which they should be able to use the foreign language themselves. Unfortunately the need for this tool is not recognized in their initial training.
De Plaats Van de Vreemde Talen in Een Beroepsgerichte Technische Opleiding Als De H.T.S.
Authors: Laan-Day J.M. van der
Published: March 2014

The College of Technology student is trained to use technology in practice. In his profession he is society orientated, and his language education should be so too. At this level it is for the first time that languages are no longer an aim in themselves, but that they have the function of serving professional needs. The task of the (foreign) language teacher is to relate language to technology, in order to make its relevance clear.
The student should be given insight into the communicative skills which he will need in his professional life. The qualified engineer can expect to have to write reports, letters and summaries, or to give these verbally in both his own as well as in other languages. He may also need to conduct sales talks and give work instructions to those who use a second language as a mutual means of communication. A good vocational language course should prepare him for these activities.
But who should instruct the College of Technology student in these various communicative skills? An engineer with interest in language, or a linguist who, in the most favourable instance, has some interest in technology?
In practice every teacher does his best according to his own insight into the professional requirements of engineers. A carefully balanced training in the combination of language and technology does not (yet) exist, but the need for this and the interest in combined initiatives is growing.
Taalontwikkeling Van Buitenlandse Kinderen in Het Onderwijs
Authors: Extra Guus
Published: March 2014

Migration of foreign workers and their families is a familiar phenomenon throughout Europe. From this it follows that the inte-gration of migrant children into the educational system is not a specifically Dutch problem. Comparison with the integration of migrant children elsewhere in Europe - notably in Sweden - shows the policy of the Dutch government to be rather restrictive. Attention is given to the nature of the initiatives which have been taken so far in the Netherlands in this field, to the quantitative dimensions of the problem, to the bicultural educational aims pursued, to a number of problems which arise with respect to their realisation, and to the language programmes which have been developed so far for the benefit of migrant children.
Furthermore, two domains are discussed which deserve much more attention, particularly from the point of view of educa-tional research: the development and evaluation of new language programmes for migrant children and the development and evalua-tion of training programmes for teachers who will be involved in the teaching of these children. As regards the latter cate-gory, special attention is given to the activities of the Ver-duin Committee, which since April 1976 has been working on the implementation of an in-service training programme for infant and primary school teachers who will be engaged in this special type of education.
De Taalsituatie van kinderen uit Suriname
Authors: Dors Henry
Published: March 2014

The Netherlands have become one of the most varied multi-racial societies of Europe after the last war.
Any West European country which had or still has colonies, now has the important task of facing multi-racial changes and coming to grips with them. There are, of course, language problems, e.g. the fact that our teachers have not been trained in socio-linguistics. Therefore they have no knowledge of the language situation of the migrated child.
They rarely succeed in teaching these children to master the language
so as to be able to communicate in the language as adequately as they do in a mother tongue situation. If a teacher wants to help Surinam children become completely bilingual he will have to realise that the elementary mechanisms of his own language differ from those of Surinam, Hindi, Chinese, Moroccan or any other language in the world.
Hence, language education of Surinam children is much more than just teaching things like vocabulary and sentence structure. It is, there-fore, to be expected that children from Surinam will not be motivated to learn Dutch as well as they know their own mother tongue, as long as the pluriformity of society is not taken into account in their education, in study books, magazines, television and the press.
Most children in Surinam live in an environment where more than one language is spoken, sometimes including Dutch. This situation continues in the Netherlands, although there are differences in the received pronunciation of Dutch: the Dutch which a Surinam child uses differs markedly from the Dutch spoken by teachers, school children, in fact, the vast majority of the new society. It is clear that the children of Surinam migrants get into difficulties compared with native Dutch children in our system of education. These difficulties already begin when the children fail to understand what the teacher is trying to tell them. The school education of the Surinam child is such, that he does not readily ask the teacher for an explanation when there is something he does not understand. Many things, therefor , remain unnoticed, because the teacher does not realise that the child is unfamiliar with even simple concepts. Besides, the children make mistakes because they have learned to think and talk in their own language.
The stimulation of the acquisition of Dutch requires:
1. countering interference which occurs because two or more languages (Sranan Tongo, Hindi, Dutch) are used together;
2. forcing back institutionalised deviations of Dutch received pronunciation.
In the framework of establishing one's identity all this must never lead to an underestimation of the native language.
From research work by Alers and Voskuil it appears, that especially the influence of Sranan Tongo on the Dutch of Surinam children is very great.
Three categories of "typical mistakes" may be pointed out:
1.the connection between spoken language and written language,
2. difficulties of a syntactical nature,
3. difficulties of a morphological nature.
Een poging tot leergangontwikkeling 'Nederlands als vreemde taal voor buitenlandse tieners
Authors: van Egmond-van Helten Henny
Published: March 2014

In secondary schools in the industrial area in and around Rotterdam an experimental curriculum 'Dutch as a foreign language' for teen-agers is being developed in cooperation with teachers and linguists. The process started in 1975 with:
1. A study of literature (concerning psychology in teaching foreign languages, curriculum development and applied linguistics).
2. Analysis of existing methods 'Dutch as a foreign language'.
3. Visits to secondary schools with so-called international prepa-ratory classes and interviews with the language teachers.
The experimental material Starting points were:
- the experiences of the teachers
- four courses Dutch as a foreign language for adults
- one Dutch course for French speaking Belgian teenagers.
Each lesson of the experimental material consists of an A-, B- and C- part.
The A- part introduces new words and structures, includes exercises and ends with a test.
The B- part introduces more words, structures and exercises and also ends with a test.
The C- part starts with a dialogue and repeats what is introduced in the A- and B- part in various contexts and in 4-phase drills on tape.
The procedure
An experiment on a small scale '75-'76.
It involved 3 schools, 3 language teachers and 75 students.
Ten lessons were designed and then criticized by the teachers and two linguists, before being introduced in the classroom.
After that the material was revised with the help of teachers and linguists.
Now an experiment on a large scale is in progress. This involves 12 secondary schools, 22 teachers and 400 students of 20 different nationalities.
The revised material is printed on loose leaves.
- The instruction sheets for the teacher are in pink, explaining the aim of the lesson and giving a working method in three phases:
1. Introduction - with emphasis on visual aspects,
2. Demonstration - with emphasis on oral aspects,
3. Repetition - oral and written assimilation.
- The material for the students, on white sheets, has simple illustrations.
- The tests are on yellow sheets.
As yet little is known about the psychological and linguistic background of Dutch as a foreign language in an environment where Dutch is the only medium of instruction.
The teachers and author of this experimental curriculum have not yet been able to find any support from scientific research in this field.
Het ontwikkelen van een diagnostische toets Nederlands voor anderstalige leerlingen in internationale schakelklassen.
Authors: Janssen-van Dieten Anne-Mieke
Published: March 2014

Test-objectives have been formulated in the following way:
With regard to the behavioural component we have first defined the objectives for the highest level in the four skills and from them we have derived the underlying objectives.
With regard to the content component:
- with a view to defining the vocabulary we composed a word-list from existing lists. The function-words and verbs of this list we have checked in course-books for other than language subjects in use in secondary schools,
- with a view to defining the degree of complexity of syntax we have checked the requirements of the "Certificaat Nederlands als vreemde taal"(Beersmans . 1976) in course-books for other than language subjects in use in secondary schools,
-with a view to selecting phonological, morphological and syntac-tical aspects to be tested we have conducted an inquiry among teachers of "international transitory classes".
Moedertaalinterferentie Bij Het Luisteren in Een Vreemde Taal
Authors: Groot P.J.M.
Published: March 2014

The pendulum in foreign language acquisition theories seems to be on its way back. The rather extreme view held bij Krashen and others that L1 interference plays a minor part in foreign language acquisition is being refuted by more empirical counterevidence.
While most of the evidence is taken from students' performance in the productive skills and is considered in a L1 -L2 context, this article deals with evidence from a receptive skill which has been analysed in a broader context.
Schrijfvaardigheidstoetsen Voor Hogere Niveaus
Authors: Nienhuis L.J.A.
Published: March 2014

In our article, we discuss the quality of two tests of writing proficiency at university level; the two tests represent two realistic tasks at this level: summary, and short, informative text.
We investigated the practicability of the tests, and the reliability of rating procedures empirically. Different groups of 30 university students wrote summaries of two texts, and short, informative texts on three subjects. The writing of one such summary took 40 minutes, the writing of a short, informative text 90 minutes; the length of a summary had to be about 100 words, the length of the short, informative text about 300 words.
Each summary, or text, i.e. the writings of one group of 30 students, was rated by two raters, who worked independently; they rated, separately with an interval of some days, a-correctness of language, and b-content and organisation. In order to improve the reliability of rating, correctness of language was rated per paragraph: raters divided each summary in three, each informative text in four paragraphs of approximately equal length, and scored each paragraph separately; while rating the content and organisation, raters had to discern two, or four different aspects among which the complete-ness of the content, and the organisation (of paragraphs and) of text.
Raters didn't have to analyse texts thoroughly: for each rating they read a text once or twice. In this way, a summary can be rated in 2+3= 5 minutes, an informative text in 3+5= 8 minutes. Correlations between ratings of correctness of language and of content and organisation of the same rater were not very high; they were lowest for the informative text; this suggests the well-foundedness of the separate rating of these two aspects. Rater-reliability was higher for correctness of language than for content and organisation.To ensure satisfactory reliability, two ratings are necessary, but even then two raters disagree in about 30% of the cases: these should be reconsidered.
In our opinion, it is possible to reduce rating time: our fin-dings show that if rater A only rates correctness of language, and if rater does rate the same texts for content and organisation, they will agree in about 60% of the cases. Each of them should then rate the other aspect for the 40% of students whose work is to be reconsidered. The time left can, finally, be spent to reconsider the most difficult cases they don't yet agree about. This reduction of rating time is of particular interest if students are asked to write, for the sake of reliability, two (or more) texts.
Tolkenbijstand In Strafzaken
Authors: Frid Arthur
Published: March 2014

At present, a foreign suspect in criminal cases is at the mercy of uncontrolled free forces for assistance from interpreters. He may get a "real" interpreter, an amateur, an "assistant inspector", or none at all. The quality as well as the frequency of interpreters' assistance in our administration of criminal justice remains arbitrary, and is at its best sympathetic. Dutch legislation in this area is completely inadequate and conflicts with the Treaty of Rome, leading to chaotic practices. It is a fact that no professional training is required, and it has occurred in more than one case, particularly in police headquarters, that the interpreter in question took sides. An interpreters' presence is required by law at court sessions only. As a consequence, police and legal officials repeatedly conduct examinations of suspects without the mediation of interpreters.
Initiatives intended to put an end to this undesirable situation, among them one from the Netherlands Translators' Association, have come to nothing. The blame for this lies in part with the autonomous, uncooperative actions of the police and judicial officials, and with the misplaced toleration of these practices by the government. Moreover, interpreters themselves are not blameless: many take advantage of the fact that, literally and figuratively, they practice a free profession subject to few controls. Interpreters' assistance should be radically changed, both with respect to its planning and its content. There are three basic requirements:
1. Professionalization: Interpreting in criminal cases should be a separate profession. Rules of conduct and professional rules, education in criminal law, together with interpreting and technical language specialization, are necessary for this.
2. Intensification: Free assistance from interpreters in all those moments in criminal justice procedures which are of vital importance to the suspect is essential.
3. Coordination and control: "Interpreters on-call" should be available at the Bureaus for Legal Assistance, with the assignment of professional interpreters to all criminal court cases. Along with this, an organ should be established which is charged with the responsibility for supervision and disciplinary jurisdiction.
Van De Vertalingen Als (Examen)Doel Naar Het Vertalen Als Werkvorm Voor Schrijf- En Leesvaardigheid In De Nieuwe Deeltijdopleiding Engels Derde En Tweede Graad
Authors: Schulte F.G.F.
Published: March 2014

In the first part of the paper a survey is given of the (mainly negative) effects of subordinating the greater part of skills and "subject"training in the "old" programme to the translations, which served as the main didactic and exam procedure as well as the implicit objective for what was after all supposed to be a teacher training course. Next, a sketch is given of the process and results of reprogramming and "renovating" the old training with special attention to the function of the translations in the "new" programme which have now been integrated with/subordinated to skillstraining in general and to reading and writing in particular. Finally, the "old" and "new" programmes are compared and contrasted as to their merits and effectiveness as teacher training courses and a few recommendations are made for the development of teaching materials which are geared to the new and different role of the translations in part-time teacher training English second and third grade in the Netherlands.
Het Tweetalig Vertaalwoordenboek; Plaats, Gebruik En Implicaties Voor Het Maken Ervan
Authors: van Kooten Gijsbert
Published: March 2014

A translation dictionary has a linking function between the explanatory dictionaries of one's native language (L1) and those of a foreign language (L2). Dutch dictionaries fail to take account of the needs of those who learn Dutch as L2. The receptive and productive needs of an L2-learner vary with the level attained in L2. An alternative to the traditional two-column dictionary is outlined. In an English-Dutch translation dictionary, for instance, column 1 could contain the text of a dictionary like Hornby's ALD, column 2 and Ll-translation of all the definitions, and column 3 the Ll-equivalent of the lexical items.
Documentatie Waarom En Waar Haal Ik Ze Vandaan ?
Authors: Poell A.L.A.
Published: March 2014

A technical translator needs documentation to acquire knowledge of a certain specialised field and to keep that knowledge up to date. Even the most specialised dictionaries often fall short, since the development of technology is per definition ahead of any efforts to lay it down on paper.
This is why it is necessary for the translator regularly to consult specialised literature. Not only does he so encounter the correct, and latest, terminology, he also gets acquainted with a particular style or way of expressing oneself customary in the relevant field. All this is bound to improve the quality of his translations. Many technical or scientific journals contain advertisements which are an almost inexhaustible source of information for the translator. The advertisers describe their products, the performances of these products and their ranges of application. A wealth of the most up-to-date specialised terminology is freely available here. There are many possibilites for recording and storing the terms thus found. The simplest one is the card index file. If the translator has access to equipment for storage of data in an electronic memory the range of possibilities is considerably widened. Electronically stored knowledge of this type may later be used to form part of a program for computer aided translation.
Terminologische Databank En Geautomatiseerde Informatie En Documentatie
Authors: Boumann K.
Published: March 2014

This paper is essentially a progress report on
- the European Community terminology data bank, known as Eurodicautom,
- the machine translation projects Systran and Eurotra
- access to Community, European and American data banks.
Eurodicom is now a fully developed electronic dictionary, containing about 334.000 terminological units (single words, phrases and abbreviations) in English, 318.000 in French, 239.000 in German, 150.000 in Italian, 145.000 in Danish, 136.000 in Dutch, 64.000 in Spanish, 10.000 in Portuguese and 700 in Latin (5 November 1984). Translations are accompanied by descriptieve, linguistic and documentary information (viz. definition, context, source, originating office, author, subject code and reliability rating). Eurodicautom is also available to the public on-line (for details apply to Echo, Customer Service, 15 avenue de La Faïencerie, L-1510 Luxemburg, tel. 352-20764).
At present Systran provides machine translations for the Language pairs English-French, French-English and English-Italian. English-German is being introduced and French-German will become available shortly. Consideration is being given to developing systems from either French or English into Greek, Danish or Dutch. (Report Ian M. Pigott, 29 May 1984). Rapid post-editing (emphasis on accuracy or full post-editing (thorough revision) is always required. Work on Eurotra, a machine translation system of advanced design, is now well under way (Preparatory phase, 2 years, is all but terminated). Unlike Systran (language pairs, one way) Eurotra will be set up to supply translations from any source language available in the system into a number of target languages. The first results are due by 1989, after a phase of basic and applied linguistic research (2 years) and a phase of stabilization of the linguistic models and evaluation of results (18 months). There is a brief outline of the objectives and the programme of work in Council Decision 82/752/EEC, Official Journal of the European Communities, 1982 No L 317, pp. 19-23.
Translators can now be assisted by Information Officers to consult titles, abstracts and full articles in some 140 Community, European and American data systems.
Het Meten van Culturele Oriëntatie in Relatie met Taalvaardigheid.
Authors: de Bot Kees , Broeder Peter , Verhoeven Ludo Th.
Published: March 2014

Recently, numerous studies evaluating bilingual education programs have shown that cultural orientation and language attitude play an important role in achieving sufficient proficiency in both first and second language. Despite a long tradition . of research in the field of attitude measurement, no test is readily available measuring cultural orientation in young second language learners. In the present article a description is given of the development of such a test for Turkish and Moroccan children learning Dutch as a second language in primary school. The test is based on Zirkel and Jackson's (1974) Cultural Attitude Scales.
The reliability and validity of the test have been investi-gated in two studies. In the first (Buster et. al. 1985) 850 children were tested, and their scores on the cultural attitudes scales were compared to other measures that might reflect cultural orientation (questionnaires, sociograms) and to language proficiency tests. The reliability appeared to be fairly high, but there was no significant relation between cultural attitudes and language proficiency.
In the second study (Verhoeven & Extra 1983) cultural attitude scales were used with individuals rather than with groups. Test scores were compared with data from interviews with the children tested, their parents and their teachers. On the whole this study suggests that the validity of the cultural attitude scale is sufficiently high. If certain requirements (e.g. regular revision because of the changing socio-cultural setting) are met, the cultural attitude scales appear to be a useful instrument in bilingual education research.
Multi-Etnische Schoolklassen en Aspecten van Verbale Interactie Daarbinnen
Authors: Kerkhoff Anne , Vallen Ton
Published: March 2014

After an introductory discussion of some data concerning the transition of ethnic minority children from primary to secondary education in the Netherlands and after a short exposition about the role of language in teaching-learning situations, some recent Dutch projects are discussed, in which data have been gathered relating to verbal interaction in multi-ethnic school classes. Such data have also been gathered in the project "Dutch as a second language and school success at the end of primary educa-tion" which is being carried out at the Subfaculty of Letters of Tilburg University.
Some characteristics of the classes in which the research is being done are discussed as well as the way in which the data concerning the verbal interaction in the classes are collected. Some of the results of the observations in the participating classes are presented, and compared with the results of other research projects (especially Van der Geest et al. 1984 and Koot et al. 1985). The first results seem to suggest that although Mediterranean children are given more turns than other ethnic groups, they tend to speak less because they regularly fail to make use of such opportunities. Besides, they initiate a verbal exchange less often than Dutch and ex-colonial children, which is something that teachers are hardly aware of. Finally the differences between the observed classes are dis-cussed.
Instaptoets Anderstaligen
Authors: van der Linden Ton
Published: March 2014

The Entrance Test (Instaptoets Anderstaligen) aims to assess the proficiency in Dutch of 9- to 16-year-old ethnic children to facilitate gearing subsequent tuition to their needs. From the assessment of what skills a pupil masters or does not master (satisfactorily) the teacher derives guidelines for tuition. The various phases in the development of the tests are marked by a successive emphasis on the question of objectives, the test item format, the interrelations among the various subtests, the final set-up and, lastly, the use of the test in education. The involvement of educational practice stands out as a feature of the development of the instrument. Generally speaking, the test's users prove to be quite satisfied.
Taalgebruik in Schoolboeken en Anderstaligen in het Voortgezet Onderwijs
Authors: Galema C. , Hacquebord Hilde
Published: March 2014

Young immigrant adults may have difficulties in schools because of a lack of literate skills in the second language, viz. Dutch. If they are confronted with texts that are too difficult for them they may stagnate in their (literate) language development and even drop out of school.
Teachers with and without experience in teaching Dutch as a sec-ond language ranked a number of fragments of Dutch school-books as to degree of difficulty.
All teachers believed that only the lowest difficulty level was appropriate for all their pupils (Dutch and immigrant). They differed in their judgement as to the appropriateness of the subject matter of the texts.
An analysis of the texts with respect to linguistic features led to the definition of three levels of difficulty, correspon-ding to the three first grades of the secondary school. On the whole the texts are for Dutch natives. Immigrant pupils probably use certain strategies to compensate for evident lack of text comprehension at the micro level of a text (word know-ledge, sentence structures etc.)
Communicatief Tweede-Taalonderwijs
Authors: van der Geest Ton , Berenst Jan
Published: March 2014

Language acquisition research is dominated by three major hypotheses: the innate hypothesis, the cognitive hypothesis and the interactive input hypothesis. An attempt is described to find support either for one of the first two or for the third hypothesis in a pilot study of the effects of two teaching methods of Dutch as a second language. One method employed a communicative approach in an experimental group of 12 learners, the other method a linguistic approach in a control group of 8 learners. The dependent variables were linguistic (word order, conjugation, vocabulary, length of utterance, word deletion, etc.) and interactive (15 subvariables). The results suggest that the learners in the experimental group made more progress than those in the control group, thus providing support for the interactive input hypothesis. Plans for future research are presented.