bluuebunny/crossref_metadata_2025 huggingface dataset:
De Overgang Naar School
Authors: van der Geest Ton
Published: March 2014

Language acquisitional processes are assumed to be interactional by nature: the language teacher (mother) and the language learner (pupil/child) influence each other's communicative behavior in such a way that linguistic input is optimalized for both the informational transfer and the acquisition of language. This viewpoint was developed on the basis of data obtained from younger children (1;0 - 4;0) and was restricted to the acquisition of new structures.
It was questioned whether the interactional theory could be maintained for a developmental later stage (concrete operational; Piaget) and for the development of speech styles rather than for the acquisition of new struc-tures and whether the theory could be maintained in spite of the fact that children at age 5-8 restrict their attention to the mere formal (syntactic) aspects of language.
The analysis of speech data in a first grade school (beginning and end of the year) suggest that
1.) The teacher tries to treat the four groups of children (boys and girls; lower and middle class) equally in terms of number of utterances addressed to (the members of) these groups. At the end of the year it appears that she gave up this strategy during the year.
2.) The children, however, differ remarkably with respect to the number of utterances they produce, but show initially only incidental differences with respect to the qualitative features (illocutional aspects, type of predicate, first, second, third person subject * first argument).
3.) The teacher differentiates qualitatively in her utterances in these terms between the four groups on the basis of quantitative differences of the groups .
4.) At the end of the year the children differ qualitatively with respect to the features mentioned under 2.
5.) The sequential analysis of semantic features confirmed that the teacher initiates the conversational differences in her dialogues with the children of each speech group.
6.) Bandura's Social Learning Theory has to be rejected if we want to explain the development of speech styles, as the results ask for a directly steering and influencing theory.
Oordelen over Taalvaardigheid.
Authors: van Bon Wim H.J.
Published: March 2014

The language ability of children (age range: 4;0 - 10;0) was rated by their teachers on 35 scales. Separate factor analyses of the scales were done for the 741 Kindergarteners and the 1034 pupils of Primary Schools. Both analyses gave 5 identifiable factors : "disorderliness", "speaking ability", "defective listening ability", "defective speech** and "taciturnity". That the factors were almost the same for two groups of children being in different stages of development suggest that these judgments are influenced by an implicite theory about dependencies in language behaviour that is common to both groups of teachers:
Therefore, one needs to be cautious in the use of this kind of judgment in psycho-logical assessment as well as in the interpretation of the relation between the factors and the other variables. Some of these relations are discussed. Girls appeared to score better than boys on three of the factors, in contrast to the conclusion of a review of research on sex differences that the verbal superiority of girls doesn't show in this age range. In line with the findings of many others, it was found that the higher the occupational level of the parents, the better the scores of their children on three of the factors. On four factors dialect speaking children did worse than children speaking the standard language, as expected. The lack of difference in "taciturnity" suggests that - at least in the opinion of these judges - the speakers of a dialect are not put to silence by the standard language of the school, as they are claimed to be. The low correlations between the factors and scores for reading and spelling raise doubts as to the diagnostic and prognostic value of this kind of judgments.
Het Verwerken Van Werkwoordsvormen
Authors: Meijers A.J.A.
Published: March 2014

In the comprehension of spoken language verbs play a very important part. Hence it is imperative for research on listening comprehension in a foreign language to find out what problems the FL student has with the processing of verb forms. Since a research instrument was not yet available an experiment was carried out with processing verb forms in the mother tongue. The most important questions were: are stem and affix processed independently, are there any differences with different types of verbs (strong or weak), and is the processing linear or holistic.
Subjects were given pairs of verb forms and then had to decide whether stem and verb tense were the same by pressing a button which stopped an R T counter.
The analysis of the results seem to show that stem decision is faster than tense decision, that type of verb (strong and weak) only'has an effect in tense decisions and that there are no clear arguments to be found either for linear or for holistic processing. These analyses are based on two reaction time measurements, one from the onset of the second verb form, the second from the end. Neither measurement seems to be satisfactory. The results will have to be submitted to a reinterpretation in which allowance is made in the reaction time measurement for the place in the word where the critical information lies (e.g. in "gespeeld" tense information lies in the beginning, in "speelde" at the end). Moreover, it is possible that the subjects in the experiment occupy themselves with two processes, word recognition followed by an analysis.
We hope that reinterpretation will give a clear picture of the processing of verb forms and that it may form a basis for research in foreign language processing.
Total Communication
Authors: Tervoort Bernard T.
Published: March 2014

The problem of the communication of the deaf is a fascinating one because both acquisition and use of the language of the hearing environment are extremely difficult for an otherwise normally intelligent group of people. From the beginning, tvo opposing philosophies have markedly influenced the education of deaf children and the consequent behaviour of deaf adults. The first favoured the use of the communicative means with which the deaf are familiar and at ease, viz. the manual sign, and, furthermore, promoted the development of good reading and writing skills in the language of the country. The second was opposed to all manual signing and favoured concentration on speech and lipreading. The first philosophy has since accepted the incorporation of speech and speechreading for those who can master these skills; the second one has not changed its stand-point. After a few decades of growing approval, the second philosophy nowadays meets with growing criticism, especially from newly developed disciplines like developmental psycholinguistics and sociolinguistics. The first philosophy presents itself as the better approach under the new term 'total communication'. The paper gives a short evaluation of what this total communication implies.
Bedreigde Talen, Sociolinguïstiek en Taalsentimentalisme
Authors: de Swaan Abram
Published: March 2014

In sociolinguistics, a recurrent theme is the need not only to document threatened languages, but to ensure somehow that they will continue to be used. The basic trope is that of 'language death', analogous to the extinction of species. In fact, languages do not die but are abandoned by their users, usually for a more widely spoken language. In a basically sentimentalist view, linguistic diversity is believed to increase cultural diversity, while equal treatment of language groups is expected to mitigate inequality between and within these groups. This is not so. On the contrary, the promotion of minority, local and immigrant languages, all too often ill-equipped for contemporary usage, only serves to strengthen the position of the dominant language as the only common idiom: the more languages, the more English. This occurs in post-Apartheid South Africa as well as in the extending European Union.
Contacthypothese en Taalleermotivatie in Nederlandstalige Scholen in Brussel
Authors: Mettewie Laurence
Published: March 2014

Brussels is a bilingual citv, where Dutch has gradually gained high status, both economically and politically over the past decades. However, there are no bilingual educational programmes for French and Dutch, which is why many Francophone parents chose to send their children to the Dutch-medium schools of Brussels. These schools are one of the very few places where French-speaking and Dutch-speaking pupils get in touch with each other. The present contribution analyses to what extent the contact situation in these schools influences the language learning motivation of the secondary7 school pupils. Results of the motivational aspects to learn their mother tongue and the second language are compared with those of peers from control schools in Flanders and Wallonia. The main conclusion is that the contact situation positively influences the motivation to learn the second language and does not affect the motivation to learn the mother tongue.
Support as an Accountable Matter
Authors: Lamerichs Joyce , te Molder Hedwig
Published: March 2014

A detailed examination of participants' everyday conversations in an online support group for people suffering from depression has shown that next to talking about their feelings of depression, participants display a pervasive concern with whether their request for support is appropriate. It was demonstrated how contrary to the assumptions that are often held with regard to communication via the Internet - portraying online communication being thought of as straightforward, free of obligations and ephemeral - participants employ a number of discursive procedures to account for their call for support. Participants may for example describe their request for support as a result of external emotions, present it in terms of honest feelings or explicitly and fiercely distance themselves from the part that voices these feelings. At the same time, talking about your feelings and asking for support is also presented as a moral obligation. The fragments presented thus show that what counts as an 'appropriate' request for support is a participants' concern and subject to continuous negotiation.
Docentgedrag En Cognities Binnen Taalgericht Vakonderwijs
Authors: Riteco A. , Swank G.E.
Published: March 2014

Content teachers play an important role in the realisation of content-based language instruction. This article addresses the question to what extent subject teachers stimulate the language acquisition of their students and what cognitions are crucial to their way of teaching. Views on the importance of comprehensible input, opportunities to use language productively, and providing feedback were part of the analyses. The research was set up as two separate case studies: an exploratory study in a multicultural economies class in vocational education, and an intervention study in mathematics in a multicultural primary school. Data on teachers' behaviour consisted of videotape lessons; data on teachers' cognitions were collected through stimulated recall interviews, concept maps, and semi-structured interviews. The results show that the teachers in both educational contexts realise comprehensible input to some degree, but do not create opportunities to use the language actively and do not give feedback on linguistic aspects of students' utterances. Interventions by the researcher-observer, however, promote change in both teaching practice and in the thinking of subject teachers towards a more language-sensitive approach.
Frans In Nederlandse Advertenties
Authors: Hornikx Jos , Starren Marianne , van Heur Bart
Published: March 2014

Foreign languages can be employed in advertising to draw attention to the persuasive message. Such a foreign language may be effective because of the symbolic value that it represents, such as attractiveness or beauty. In that case, the comprehension of the foreign language is not important; it functions purely as a symbol. This study examined whether the appreciation of French slogans was affected by their comprehension. The participants (N=120) judged three slogans that were pretested as difficult to understand, and three slogans that were pretested as easy to comprehend. The slogans were presented in advertisements of six different cars of three different French car brands. The literal meaning of the slogans appeared to be important. The slogans that were well understood were more appreciated than those that were difficult to understand. At the same time, French proved to have a symbolic value: participants preferred the French slogan to the Dutch slogan if the slogan was understood. Future research could focus on the exact symbolic meaning of French in Dutch advertising.
De Relatie Tussen Cognitieve Taakcomplexiteit En Linguïstische Performance Bij Het Schrijven In T1 En T2
Authors: Kuiken Folkert , Vedder Ineke
Published: March 2014

According to Robinson's Cognition Hypothesis of task-based L2 development,
cognitively more demanding tasks will lead to the use of lexically and syntactically more
complex language (Robinson 2001a, 2001b, in press). A different viewpoint is held by
Skehan (1998) and Skehan & Foster (1999, 2001), who hypothesize that the more
attention is required for a task because of its cognitive complexity, the less complex will
be the linguistic output. The present research focuses on the relationship between taskcomplexity and linguistic performance in L1 and L2 writing. We report on an experiment carried out among 51 Dutch university students of Italian as a second language. The test included two writing tasks, in which cognitive task complexity was manipulated by varying the number of elements to be described and the required reasoning demands. Pre-existing knowledge of Italian was established by means of a pre-test. In the article, the results and theoretical and pedagogical implications of the study are discussed.
T2:Recursiviteit En Taakgerichtheid
Authors: Blok-Boas Atie , Materassi Elisabetta
Published: March 2014

In this article, we discuss a course in academic writing for third-year students of Italian L2 at the university of Amsterdam. During the course, the students produce five argumentative texts. These texts are the end product of a series of tasks which cover the various stages of the writing process. Each task is subject to feedback. Feedback is given in different ways, but peer-peer review is an important feature of this course. The repetition of the writing process and the cooperation and interaction in the performing of the tasks enhance the students' awareness of the argumentative and formal aspects of writing and of their own language skills.
Een Taalportfolio Voor Docenten In Het Basisonderwijs
Authors: Aarts Rian , Broeder Peter
Published: March 2014

This article focuses on the development of a language portfolio for teachers in primaty education. Portfolios are being used more and more in education, particularly in higher education. But also in primary education, a language portfolio for pupils (which has been accredited by the European Council) has been introduced and turned out to be useful, especially in schools with a multicultural population. Following the same guidelines as in the pupil's portfolio, a language portfolio for teachers has been developed. The first version of this portfolio has been used in a small-scale evaluation. It turned out that the language portfolio for teachers can function as an instrument for the evaluation and documentation of the language, didactic and cultural knowledge, and skills of teachers. Teachers can use the portfolio to assess their own proficiencies and to collect and store documentation of their proficiencies. Major differences were foundin the views of language teachers in primary schools (teachers of Turkish and Arabic) and those of general teachers. The latter group expressed their doubts about the usefulness of the language portfolio in their teaching situation, as teaching language (meaning: teaching English) is only a small part of their task. Recent developments in primary education, however, seem to point to a growing importance of languages in this type of education. In this case, language portfolios could prove to be useful instruments.
Semi-Communicatie - Het Effect Van Accommodatie Door de Spreker
Authors: Doetjes Gerard
Published: March 2014

In inter-Scandinavian communication, participants usually speak their mother tongues, accepting certain comprehension problems, but not expecting those problems to lead to a break down in communication. People often tend to apply convergent accommodation strategies, such as a slightly lower speech rate, a more distinct pronunciation, or avoidance of words known to be difficult to understand. This paper takes a look at the effects of comprehension understanding of Swedish in Denmark when accommodation strategies are used. In an experiment, comprehension of four Swedish texts was tested under the following conditions: (A0) no accommodation, (Al) (use of one) accommodation strategy, (A2) a combination of two strategies, and (A3) a combination of three strategies. Results show a moderate increase in comprehension between A0 and Al, Al and A2/A3 and a robust (significant) increase between (A0) and A2/A3. This effect, however, does not depend on hearers' perception of accommodation and must therefore be explained by objective criteria, such as the rise in processing time following from a lower speech rate. No effect of accommodation was seen between A2 and A3. This means that the maximum effect of accommodation is reached when speakers use a combination of two different accommodation strategies.
Verbetering Van Woordenschatopbouw Bij Jonge Kinderen
Authors: Verhallen-van Ling Marianne , van der Zalm Eefje
Published: March 2014

The present article discusses the importance of deep word knowledge and reports on an empirical study on the effects of a new didactical approach in vocabulary teaching in kindergarten. All children need to learn a large number of words for adequate communication and learning at school. It is well known that there are huge differences between monolingual and bilingual children: not only in the number of words they know, but also in the depth of word knowledge. These differences have a profound effect on children's academic performances. Programs have been developed to enhance learning and vocabulary acquisition with young children, but the results in the word knowledge domain are not sufficient. The approach proposed in this article aims not only at learning more words , but also at improving the deep word knowledge. In this approach specific attention is given to concept building and the enlightening of lexical meaning relations (especially hierarchical relations, which are important in academic learning). Evaluation of the effects of this method shows that in a short period children not only learn significantly more words, but also acquire a deeper knowledge of the lexical meanings and meaning-relations between words. Both breadth and depth of vocabulary acquisition can thus be improved.
Brede en Diepe Woordkennis, Vaktaal en Tekstbegrip
Authors: Haest Ilse , Vermeer Anne
Published: March 2014

In this article various aspects of word knowledge and their relations to the text comprehension skills have been investigated for 197 monolingual and bilingual children in grade 5. All children performed three different vocabulary tasks, measuring breadth (quantitative knowledge: 'how many words do they know?'), depth (qualitative knowledge: 'how well do they know (paradigmatic and decontextualized, syntagmatic) relationships between words?'), and words used in school texts (scientific jargon: 'do they know the science-specific meaning of words?'). Besides this, a text comprehension task was administered investigate the relative importance of these different aspects of word knowledge to text comprehension. The analyses showed that bilingual children performed significantly lower on all tasks as compared to their monolingual peers. The highest differences were found on breadth of vocabulary, the lowest on the depth task. Besides this, the breadth task showed the highest correlations with text comprehension, and the depth task the lowest. These conclusions hold for both monolinguals and bilinguals. Finally, a (stepwise) multiple regression analysis revealed that the breadth task explained 38% of the variance of the scores on the text comprehension task. The depth task adjusts to that only 2%. Analyses for monolingual and bilingual children separately yielded comparable outcomes. From this, we conclude that for both monolingual and bilingual children text comprehension is determined by breadth of vocabulary.
Daar Zijn ze Weer, de Dieren
Authors: van der Linden Elisabeth , Hulk Aafke , Notley Anna
Published: March 2014

In this paper, we investigate the development of dislocation structures in three French-Dutch bilingual children. Dislocations are a syntactic means of marking the element that is the topic of an utterance. As such, they constitute the interface between syntax and pragmatics, a domain that has been claimed to be vulnerable and open to cross-linguistic influence. The model of cross-linguistic influence developed by Hulk & Mueller (2000) and tested by us for dislocations in a French-Dutch context, would predict an overuse of right dislocations in the Dutch of bilingual children. This prediction was not borne out in our investigation. We suggest two explanations for this fact. First, we found that French and Dutch child directed speech contains more right dislocations than French and Dutch adult-to-adult speech. Second, Dutch monolingual children produce much more right dislocations than Dutch adults do. We suggest that both monolingual and bilingual children have a strong preference to mark the topic element in an utterance in a non-ambiguous way and that they therefore use a large quantity of right dislocations. This effect may mask possible cross-linguistic influences for this domain.
Welke Associaties Roepen Vreemde Talen in Reclame op?
Authors: Hornikx Jos , van Meurs Frank , Starren Marianne
Published: March 2014

In multilingual advertising, a foreign language is often used for symbolic purposes. Symbolic associations carried by the foreign language are assumed to transfer to the product advertised. Although a number of suggestions have been made as to the associations generated by foreign language use, it has never been tested what associations are actually evoked in the minds of the consumers, and whether these association are only positive. In an experimental study, 78 Dutch respondents were asked to write down their associations with advertisements for one product which were identical except for the foreign language in which they were written (French, German, or Spanish). Some associations were shared by the three languages, but there were also large differences in the kinds of associations. Half of the associations with French and Spanish were positive. With German, only a third of the associations were positive and a relatively high number of negative associations were found.
Tweede- en Vreemde-Taalverwerving in een Meertalige Context
Authors: Lochtman Katja , Ceuleers Evy
Published: March 2014

In Brussels, multilingualism is considered an important asset. Especially knowledge of French, Dutch (Belgium's two main national languages) and English is a pre-requisite for good career opportunities. In this context, students' attitudes towards languages and language learning are of interest to both language teachers and educational policy makers, especially since these attitudes are assumed to have an (indirect) influence on the success rate of second and foreign language acquisition (Ellis, 1994; Gardner, 1985; MacIntyre, 2002; Dörnyei, 2003). The purpose of our study was to investigate the relationship between language images, attitudes and language learning motivation in a multilingual environment. The findings indicate that learner characteristics such as linguistic background and contact with the target language are variables modifying this relationship.
Onderwijsbeleid en Praktijk in de Meertalige Samenleving
Authors: Beheydt Ludovic
Published: March 2014

The multilingual society is a fact, both in Belgium and in the Netherlands. Minority languages like Arab, Turkish or Hindi have a strong position, even though they are not officially supported. English and the major European languages, on the other hand, have a protected status in education. The European modern languages are being promoted by the official European language policy. The minority languages, however, do not have an official status in education in Flanders and the Netherlands. The academic world asks for more official recognition of the minority languages and resists the idea that all efforts should go into majority standard language education. The official policy, on the other hand, gives absolute priority to the learning of the majority Dutch standard language, as a means to integration of minority groups. Officially, multilingualism is fostered only in so far as the modern European languages are concerned. In Belgium the multilingual language policy is hampered by the existence of a series of language laws that complicate multilingual education.
Het Ongelijk van Netelenbos?
Authors: Verhoeven Ludo , Vermeer Anne
Published: March 2014

Within the context of school success of ethnic minority children in the Netherlands, it is currently debated what criteria should be applied by the Ministery of Education in assigning extra funds to children at risk. To this date, two criteria are used: level of parental education and parents' country of origin. As both criteria do no longer fully comply with the needs, it is proposed to test the children entering Kindergarten, with respect to their language proficiency in Dutch and/or their intelligence. This article reports the results of a longitudinal study on the language and school development of monolingual Dutch and bilingual ethnic minority children who were followed from entering Kindergarten at the age of 4, to the end of grade 6 in primaty school at the age of 12. During the first four years, Dutch language tasks ( ) were annually administered. Besides, children took an intelligence test (RAKIT) at the age of five. In grade 6, at the age of 12, a test battery of Dutch language proficiency, writing, reading, mathematics, science and information processing tasks were administered (Cito Eindtoets) to operationalise 'school success'. Finally, several background data were gathered, such as level of parental education and home language use. The results of regression analyses tentatively show that a language test administered in Kindergarten is the best predictor of school success (Multiple R= .432), that the intelligence test adjusts 4% to that, and that both home language use and parental education add another 2%. For the ethnic minority children alone, the Dutch language test (R2=.275) and home language use (adding 5%) are the only two predicting factors. However, if we look into the data as if we were teachers and had to decide whether or not to assign extra funds to a specific child on the basis of his/her test scores in Kindergarten, 29% of those assignments had been wrong: 14% wrongly not assigned ('false negatives'), and 15% wrongly assigned ('false positives'). For only 11% of the children the assignment of funds would have been predicted correctly. From this perspective, testing children in Kindergarten is not the most appropriate way to assign extra funds to children at risk.
Bezitsconstructies Bij Ééntalige En Tweetalige Kinderen
Authors: Blok-Boas Atie , van der Linden Elisabeth
Published: March 2014

Possessive constructions in French, Italian and Dutch are similar. Acquisition of these constructions therefore largely follows the same course. The differences between the languages lead to some cross-linguistic phenomena in bilingual first language acquisition. To a large extent, the stages in the acquisition can be explained by the Structure Building Hypothesis. This theory claims that the acquisition of a construction follows the structural expansion of the child's grammar. However, the data shows much variability in the children's' utterances, which does not seem to fit this framework. Part of the variability may be explained by hypothesizing an intermediate stage in which the children experiment with the morphological elaboration of the DP. However, the co-occurrence of utterances from clearly different stages in the acquisition for a long period cannot be explained in this way. A possible solution would be to assume that this type of variation is the outcome of co-existing parallel grammars, which continue to be activated until the child chooses definitely for the standard adult system. Further research is needed to find firm corroboration of this hypothesis.
Taaldiagnostiek Bij Meertalige Kinderen
Authors: Gerrits Ellen
Published: March 2014

The need for unbiased methods of assessing children's development is an ongoing concern. Inspired by the psychometric tradition of intellectual assessment, traditional norm-referenced language tests rely heavily on children's previous experience, or 'world knowledge'. When test takers differ in their exposure to concepts, words and activities, as is often the case with children from different ethnic, cultural, or economic backgrounds, any assessment tool that taps the child's existing store of knowledge runs the risk of confusing 'difference' with 'disorder'. In recent years, a number of alternative assessment procedures have been developed that reduce some of the biases inherent in norm-referenced standardized tests. This article discusses some problems and recent solutions to the use of norm-referenced testing, with a focus on processing dependent procedures such as non-word repetition.
De Ontwikkeling Van Productieve Nt2-Vaardigheden Van Franstalige Leerlingen In Het Nederlandstalige Onderwijs In Brussel
Authors: Janssens Sonja , van Mensel Luk , Housen Alexis , Pierrard Michel
Published: March 2014

In the officially bilingual Belgian capital Brussels, two independent education systems operate in parallel: a Dutch-language education system and a French-language education system. Pupils and parents can choose between both systems freely and independently of their home language background. Many Francophone parents prefer to enrol their children in Dutch-language schools in Brussels, because they believe this will stimulate their bilingual development. As a consequence of the massive inflow of French-speaking pupils in Dutch-language education in Brussels, an atypical form of education has emerged which we call "immersion-like education". In a previous cross-sectional study, the language skills of predominantly Dutch-speaking and predominantly French-speaking were tested. In this paper we will discuss the longitudinal development of Dutch L2 productive skills of native speakers of French across three consecutive school years. To assess their writing and speaking skills in their L2, predominantly French-speaking pupils were asked to write an informal letter to a friend, to write down arguments for and against a statement and to retell a wordless picture story. Based on these productions, three parameters were calculated: accuracy, complexity and fluency. In this paper, we describe the development of these parameters by means of repeated measures analyses of variance. We also discuss whether or not there is any relationship between these parameters. We ultimately address the question if this form of immersion-like education actually stimulates the development of bilingualism.
Differences In Native Language Skills Between Moreand Less-Proficient Foreign Language Learners
Authors: Caspi Tal
Published: March 2014

This paper describes a study of native language (Dutch) word identification skills conducted in two groups of high school foreign language learners. The study focused on the differences between the groups with two main aims. The first was to examine the Linguistic Coding Difficulties Hypothesis (LCDH), a prevailing theory of individual learner differences allocating weaker foreign language achievement to weaker native language skills. The second aim was to determine the nature of these differences and inspect the claims that native language word identification skills differentiate weak and normal foreign language learners. This was done by investigating the effect of context on weak FL learners, who over-rely on context in compensation for weaker phonological and orthographical skills, according to the LCDH. In pursuing its aims, the study became involved in an ongoing debate surrounding the issue of native language reading.
De Sociolinguïstiek in Het Nederlandse Taalgebied Anno 2006
Authors: Koole Tom , Nortier Jacomine M.
Published: March 2014

This article presents an overview of sociolinguistic research in the Dutch-speaking community of The Netherlands and Belgium. The overview is based on the contributions to the 5th Sociolinguistic Conference held in March, 2006, after four earlier conferences in 1991, 1995, 1999 and 1993. Compared to the earlier conferences, the 2006 conference shows roughly the same distribution of topics. Content-wise, no great changes have taken place. In terms of numbers of participants and papers, however, a decrease in the number of participants was observed, which was mainly due to a smaller number of Belgian participants. Fortunately, the quantity of the output did not really suffer from this decrease.
Een Model Voor Taalcontact
Authors: Muysken Pieter
Published: March 2014

In a number of domains of language contact studies important progress has been made, including Creole studies, code switching and code mixing, second language acquisition, linguistic borrowing, and language areas. Less attention has been paid to the conceptual links between these fields. These links will be the focus of the present paper, which approaches this issue from the perspective of speaker optimization strategies. Four alternative strategies are proposed: optimize the structural coherence of the LI, optimize possible matching between LI and L2 patterns, optimize universal principles of language processing, optimize the structural coherence of the L2. It will be argued that these strategies can be invoked to explain outcomes of language contact, and that different outcomes correspond to different rankings of these strategies by bilingual speakers and the community they belong to.
Ontluikende Schooltaalvaardigheid in Interacties Tussen Moeders en Driejarigen
Authors: Aarts Rian , Demir Serpil , Kurvers Jeanne , Henrichs Lotte , Laghzaoui Mohammadi
Published: March 2014

Academic or school language is a specific register of language that involves the use of language for cognitively complex, decontextualised communication. When children enter school they are expected to be able to participate in situations where this kind of language use is demanded. Some children may be well prepared for this, whereas others are not. In this article the design and first findings of the DASH-project (Development of Academic language in School and at Home) are presented, focusing on interactions between Dutch, Turkish and Moroccan-Berber mothers and their three-year-old children. To enable the analysis of the language use of mothers and children, a coding protocol was developed for this project. The coding protocol is based on functional grammar (Halliday) and focuses on characteristics of academic language (Schleppegrell). The aim of the first analyses presented here is to find out if the coding protocol makes it possible to find differences in the language use of mothers and young children - from different backgrounds and in different languages - related to academic language use. First the dimensions of field, mode and tenor in the coding protocol are being described, as well as the variables that are coded in each field. Subsequently, some preliminary analyses and findings are presented of the language data of two Turkish and two Moroccan-Berber mothers of different socio-economic backgrounds with their three-year old children on a picture task. The results of this analysis show differences in the language use of the mothers and children on each of the dimensions. These differences seem to be related to the concept of academic language in the sense that the language input of higher educated mothers show more characteristics of academic language than that of mothers with a lower educational level.
De Taalontwikkelende Vakleerkracht
Authors: van Eerde Dolly , Hajer Maaike , Riteco Annelies , Swank Gerda
Published: March 2014

For the implementation of content-based language instruction a better understanding is required of content teachers' behaviour and thinking. This understanding could form the basis of a strategically designed package of professional development activities as well as for the design of pre-service curricula. The results of seven case studies showT how teachers develop their interaction practice and their thinking about student participation in interaction. The findings show a hypothetical pattern in this development. The article discusses the consequences of the results for the context and conditions of implementation and professional development projects and outlines perspectives for future research.
Vier Jaar Voorrangsbeleid Brussel
Authors: Devlieger Mieke , Goossens Greet
Published: March 2014

Since the 1990's the schools in Brussels schools have had a considerable amount, sometimes 100%, of non-native speakers of Dutch who are not confronted with Dutch outside the school walls and for whom Dutch often is their third of fourth language. Teachers experience this educational setting as extremely difficult and unique. In order to structurally enhance the quality of education, the Priority Policy Brussels (PPB) was started in 2000. Its goal is to make up for pupils' learning and developmental arrears by increasing teachers' professionalism through practice- and needs-based, long-term and made-to-measure support of local school teams by expert school counsellors. The Centre for Language and Education was (in partial collaboration with the Centre for Intercultural Education from the University of Gent) appointed to conduct a longitudinal evaluation study of the PPB. Throughout various stages of quantitative and qualitative research the central research question considered the impact of the PPB on teachers' perceptions and on teachers' actions and pupils' language testing results. This article reports on this study and its (mainly positive) results.
'Wat Zou je Doen Als...?'
Authors: Noordegraaf Martine , van Nijnatten Carolus , Elbers Ed
Published: March 2014

This paper analyzes how hypothetical questions are imbedded in their local conversational context. Hypothetical questions occur in contexts where the object of conversation is to appear in the near future. In studies on the communicative practice in job interviews and AIDS-counselling it is observed that hypothetical questions do not occur in isolation, but that they are preceded and followed by other interrelated questions. We examined the use of hypothetical questions in meetings between social workers of the Child Protection Board and prospective adoptive parents. We focused in particular on the preliminary conversational work that has to be done before a hypothetical question and be asked and on the conversational patterns in which a hypothetical situation can be discussed. Thirty-seven discourse-units including a hypothetical question were analyzed. The results of the analysis provide a systematic overview of talking about future pedagogic problems in the institutional setting of the Child Protection Board in the Netherlands.
Language Analysis as a Method to Determine National Origin in Asylum Cases
Authors: de Graaf Anna , van den Hazelkamp Carolien
Published: March 2014

Language analysis is used in asylum procedures by governments in several countries, including The Netherlands. In a language analysis the country or region of origin is established on the basis of (dialectical) characteristics of the asylum seeker's speech. An international group of linguists has responded to the use of language analysis by publishing Guidelines for the Use of Language Analysis in Relation to Questions of National Origin in Refugee Cases. Focussing on Guideline No 5 (which states that language analysis should be based on useful and reliable data), we present several factors that can interfere with reliable data, and look how existing data is evaluated by professional linguists. Our findings show that the current methods are not adequately avoiding the pitfalls, and we conclude that there is an urgent need to further develop language analysis.
Straattaal
Authors: Cornips Leonie M.E.A. , de Rooij Vincent , Reizevoort Birgit
Published: March 2014

This article shows how dominant negative stereotypical ideas of 'straattaal' and its speakers are constructed and reproduced. The article also shows how, within particular contexts, these ideas may be subject to renegotiation. Data for this article were collected during fieldwork in Amsterdam-East; they consist of selected fragments from interviews with a youth worker and observations of interactions between this youth worker and 'straattaal' speaking youngsters. The analysis of the data shows that the prominence of the negative stereotypical ideas held by the youth worker varies across interactional situations. The value and interpretation of 'straattaal' is highly context-dependent and the use of 'straattaal' may, therefore, signal strongly diverging social 'messages'.
Het Quotatieve Van
Authors: Fooien Ad , van Alphen Ingrid , Hoekstra Eric , Lammers Henk , Mazeland Harrie , Pascual Esther
Published: March 2014

Since the 1970s, the use of the Dutch preposition van in the (semi-)quotative function has been noted by several linguists and language users as rapidly increasing in informal speech. In this sense, it can be compared to the English quotative marker like, which is also used to introduce direct speech. Dutch van, however, can also occur before indirect speech. This paper concentrates on the pragmatic function(s) of this marker. The typifying function is considered to be of central relevance. Exploiting this meaning in specific contexts, additional pragmatic effects can occur, such as positive and negative politeness, focusing the quote and facilitating expressivity. Whereas (American) English like seems to have sociolinguistic connotations ('young females'), a similar connotation has not been found for Dutch van, although further sociolinguistic research is necessary. Variation in individual use has been observed: some speakers seem to avoid the use of the marker, whereas others use it frequently.
Leerkrachtvaardigheden En Woordenschatonderwijs
Authors: Bulters Inge , Vermeer Anne
Published: March 2014

The research in this article deals with the effect of a teacher training course on vocabulary teaching and learning. Two months before, and three months after an intensive vocabulary teaching training course, four teachers of different grades in primary education were observed and interviewed, and their pupils' retention of the wTords taught was tested before and after the vocabulary lessons in question. The observations and interviews focused on six categories of vocabulary teaching: irord selection, preparation, sewantisation, consolidation, evaluation and registration (e.g., Nation, 2001). On a reference scale formulated in Van den Nulft & Verhallen (2005), the teachers scored 28% on 'basic level' before the training, and they turned out to score 68% on this 'basic level' scale three months after the training. The pupils appeared to profit from the progress their teachers made in vocabulary teaching. Their retention of the words they had to learn in these lessons rose from 8% learning improvement before the training, to 38% after the training. A learning improvement of 8% is considered very low in intentional learning situations (being comparable to incidental learning); a learning improvement of 30-50% is normal in intentional word learning situations. Given the average learning improvement of the pupils, and the quite low level of the teachers on the reference scale of vocabulary teaching, these teachers still need intensive and professional coaching to improve their vocabulary teaching.
De Attitudes Van Het Britten Tegenover Sprekers Van Nederlands-Engels
Authors: Nejjari Warda , Gerritsen Marinel , van der Haagen Monique
Published: March 2014

This paper reports on a between subject experiment inwhich the attitudes of 144 highly educated British professionals towards Dutch-accented English and RP were measured. Half of the respondents were familiar with Dutch English, and half unfamiliar. The test items consisted of samples of RP, moderately Dutch-English and lightly Dutch-English accents. Respondents were asked to rate one of the samples on a number of personality traits. An analysis of these traits rates showed a resolution into two factors: STATUS and AFFECT. RP speakers were assigned more Status than both Dutch accents. RP speakers and slightly accented Dutch-English speakers commanded more Affect than moderately accented Dutch English speakers. In addition, respondents unfamiliar with Dutch English had a more positive attitude towards speakers with a moderate Dutch English accent than respondents familiar with Dutch English and the latter assigned a lower affect to RP speakers than the former.
Watching Television
Authors: Gerhardt Cornelia
Published: March 2014

This paper describes the gaze behaviour of television viewers talking to each other. It is based on the ATTAC-corpus which consists of transcribed video recordings of Britons watching football at home on TV. In regular everyday conversation, generally people tend to face each other, and gaze is used as a key cue for turn-taking and interactionalitv. However, in this specific setting, the conversationalists face the following dilemma: they can direct their gaze at each other, but only at the cost of not being able to look at the screen. The data suggest that spatial arrangements, age, and an orientation towards humour influence the gaze behaviour of the viewers. In contrast to conversation in general, the rule "the listener should look at the speaker, when the speaker chooses to look at the listener" could not be corroborated.
Practicing Vocabulary Explanations In The Language Classroom
Authors: Fasel Virginie
Published: March 2014

The ability to organise talk-in-mteraction appeals to a competence which articulates linguistic, discursive and interactional resources. Studying explanations in interaction is a way to learn more about this competence, which constitutes a resistant object in the acquisition of a second language, even at an advanced level of proficiency. Analysing vocabulary explanations, this article discusses the opportunities given to advanced learners of French L2 to practice and improve their mastering of talk-in-interaction in the language classroom. Stating that discursive complexity is an indicator of a rich and challenging learning environment, the article provides some key features to determine the level of complexity in the learners' explanations. It then shows that discursive complexity does not depend on the kind of didactic activity, but on the participants' orientations towards the object to be explained and on the interaction formats.