This article presents recent developments around multilingual secondary education in the officially bilingual province of Friesland, the Netherlands. As in other European contexts, schools in this region face the challenge of a growing language diversity due to migration. Despite this larger variety of languages in society, schooling is still mainly through the national language (Kroon & Spotti, 2011), based on the idea that immersion in each of the target languages triggers the best outcomes, thus leading to language separation pedagogies. Also, in teacher training programmes, pre-service teachers are educated with a pedagogy of language separation. This is in contrast with research that has repeatedly shown the importance of using all language resources of multilingual pupils in optimizing learning (Cenoz & Gorter, 2011; Cummins, 2008).Against this backdrop, recent developments for multilingual secondary education within the province of Friesland focus on a. less separation between the three instruction languages (Frisian, Dutch and English); b. creating bridges between foreign languages in secondary education (German and French); c. valorising and including migrant languages in mainstream education. The Holi-Frysk project (holistic approach for Frisian and language education) was set up as an answer to these issues (Authors, forthcoming). In this pilot-project three secondary schools of different types developed, implemented and evaluated multilingual teaching approaches to include all languages present in the school in teaching. Teachers were trained through workshops and school visits and the activities were video recorded, transcribed and analysed on their translanguaging practices.The article will first of all present and discuss a few examples of the pedagogical activities and secondly zoom in on its effects at the interactional level by focusing on moments in which different functions of pedagogical translanguaging (García & Wei, 2015) appear. Finally, suggestions are given how these findings could be integrated in the teacher training programmes to prepare our pre-service teachers for today’s multilingual and multicultural classrooms.
Within two multilingual education projects in the north of the Netherlands a holistic model for multilingualism in education is being tested. This is done through design-based interventions in which in-and pre-service teachers, teacher trainers and researchers co-develop and evaluate multilingual activities for different school types. Results show that through experimenting in a safe environment teachers gradually embraced their pupils' multilingualism. This contradicts earlier findings on teachers strongly favouring monolingual instruction and viewing migrant languages as a deficit.
This article discusses how university-level healthcare and welfare course programs in the official bilingual Province of Friesland/Fryslân can best be aligned with healthcare practice regarding the use of Frisian and the inclusion of other forms of multilingualism. 15 interviews with healthcare and welfare professionals confirm previous findings on the significant role of minority languages in the healthcare and welfare sector. When minority languages, such as Frisian, are used the bond between healthcare recipient and care provider is strengthened and the patient is better able to communicate. However, the 9 interviews with lecturers, directors and team leaders of healthcare and welfare programs in Fryslân show that these pay little attention to Frisian and multilingualism in their curriculum. At the same time, it appears that those involved in the teaching understand the importance of addressing communication in Frisian and other languages and recognise that this aspect should be embedded in courses that focus on properly connecting with the personal context of the care recipient. These results will be discussed by providing recommendations for healthcare and welfare programs in higher education on how to incorporate minority languages, in particular, and multilingualism, in general.
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