Promoting equal opportunities in education

Research on multilingualism by Agirdag (2020), Duarte and Günther (2019), and Hajer and Spee (2017) demonstrates that the linguistic diversity of students can be effectively harnessed to support the learning of other languages. A comprehensive and inclusive curriculum that aligns with students’ interests and potentials is crucial for promoting equal opportunities. SLO identifies four ways to promote equal opportunities at the curriculum level: compensation and appreciation, addressing or preventing disadvantages, setting ambitious goals, and consciously dealing with differentiation. The Common European Framework of Reference for Languages (ERK) can also play a role. The renewed curriculum highlights the connection between language, culture, and identity (Kramsch 2014; 2016).

Onderzoek over meertaligheid door Agirdag (2020), Duarte and Günther (2019) en Hajer and Spee (2017) laat zien dat talige diversiteit van leerlingen beter benut kan worden, omdat dit het leren van andere talen ondersteunt. Een breed en inclusief curriculum dat aansluit op interesses en potenties van leerlingen en kansengelijkheid is belangrijk. Het SLO onderscheidt vier manieren om kansengelijkheid op het niveau van het curriculum te stimuleren: compenseren en waarderen, achterstanden inlopen of voorkomen, ambitieuze doelen stellen en bewust omgaan met differentiatie. Het ERK kan ook een rol spelen. Het hernieuwde curriculum laat de verbinding zien tussen taal, cultuur en identiteit (Kramsch 2014; 2016).

Resources | HLE Network provides resources and networks for eudcators and parents on Heritage Language (HL) programmes.

VoorleesExpress – vrijwilligerswerk vol taal- en leesplezier | VoorleesExpress aims to promote language development and literacy skills in children through active engagement with reading and parental involvement.

More about the VoorleesExpress

Children in the Netherlands have been found to have unequal opportunities in education. They don’t have the same chances for a successful academic career, even if they are equally intelligent. The family you come from plays a determining role when intelligence is equal. If your parents have a lower level of education and provide little stimulation at home, you have a lower chance of a successful educational trajectory.

Preventing low literacy Nearly 15% of young people have a language delay and struggle significantly with understanding the content of their textbooks. Since 2003, the percentage of low-literacy individuals in the Netherlands has significantly increased from 12% to 18%. To prevent young people and adults from becoming low-literate, investment in prevention is crucial. A young child is highly receptive to language. By the age of three, significant differences in vocabulary can already be observed between children who are exposed to language frequently and those who have limited exposure. Children find it difficult to catch up on this language development disparity later on.

Language development through the VoorleesExpress Parents who actively stimulate their children’s language development through frequent reading and encouraging them to read independently ensure that their children are more motivated to read, read more, and have better reading skills. As a result, these children perform better in school. This positive influence remains throughout their lives. Parents are advised to start a positive reading upbringing as early as possible.

More about the HLE

In the Netherlands, about 25% of the population speaks a language at home that is not Dutch. Parents from non-majority language communities run HL programs, also known as “mother tongue schools,” to preserve their children’s language and culture. These programmes provide essential education to multilingual children that mainstream schools often cannot. The Heritage Language Education (HLE) Network’s mission is to improve opportunities for multilingual children to develop their home language. HLE works with local and international partners to unite HL programs, address common issues, and raise awareness about the benefits of multilingualism. Its mission aligns with the UN’s Sustainable Development Goals for inclusive education, peace, global citizenship, and cultural diversity appreciation.

Pluri-Lingualism Research

Gagné is known for his work on the Differentiated Model of Giftedness and Talent Development (DMGT). In his book “Understanding the Nature and Identification of Giftedness: A Research-based Position,” published in 2003, he discusses the challenges of identifying gifted children from immigrant backgrounds who may be linguistically disadvantaged. He emphasises the importance of considering multiple domains of giftedness beyond language proficiency and advocates for a broader understanding of giftedness that encompasses cultural and contextual factors.

Dr. Lianne Hoogeveen has conducted research and shared insights regarding gifted students from immigrant backgrounds in various publications and presentations. One of her notable works is the book chapter titled “Gifted Education in a Multicultural Society: The Dutch Perspective,” which was published in the book “International Handbook of Giftedness and Talent” (2019). In this chapter, she explores the challenges faced by gifted students from diverse cultural and linguistic backgrounds and discusses strategies for identification, support, and educational programming that can better meet their needs. She emphasises the importance of recognising and valuing cultural diversity in gifted education and promoting inclusive practices.

Culturally Relevant Pedagogies (CRP) in science education as a response to global migration. Marosi, Avraamidou and Galani (2021) wrote about the largescale movement of diverse groups of people continue to redefine the demographics of an increasing number of societies all around the world. In their position paper, these scientists discuss how the global migration phenomenon has a profound influence on the educational landscape, particularly in science classrooms, due to shifting ethnic demographics. They emphasise the pressing need for culturally relevant pedagogies (CRP) as a response to the challenges posed by this growing multiculturalism. Their paper provides a comprehensive overview of CRP, including its definition and its historical evolution within the realm of science education over the past two decades. Additionally, the scientists synthesize recent empirical research findings from various educational contexts, both within and outside traditional school settings. Their goal is to address the question of why adopting CRP in science education is valuable. Their analysis of the literature demonstrates a strong connection between CRP and several key benefits for students, such as enhanced academic performance, increased cultural competence, greater awareness of sociopolitical issues, heightened interest, motivation, and a stronger sense of identity with science. The paper concludes by offering recommendations for future research, identifying gaps in our current understanding of this important educational approach.

Schat, Van der Knaap en De Graaff wrote the ‘Implementation of an integrated intercultural literary pedagogy intervention in Spanish-as-a-foreign-language classrooms in the Netherlands: An effect study at the secondary level’. In today’s globalised world, teaching intercultural competence in educational contexts is of great importance. The potential of foreign language literary texts has been emphasized repeatedly. The present study investigates the value of a content and language integrated learning (CLIL) approach to the teaching of literature in foreign language classrooms for the simultaneous development of intercultural competence and foreign language reading proficiency. An intervention based on integrated intercultural literary pedagogy (IILP) was developed. This longitudinal quasi-experimental study examined the effects of the IILP treatment in a sample of 274 Dutch secondary school students (from seven schools) who were learning Spanish as a foreign language using a switch replication design with two conditions. Three Spanish novels were read in both conditions in two consecutive school years. For the experimental condition, students performed dialogical tasks based on IILP pedagogical principles; for the control condition, the tasks consisted of comprehensive reading questions. Multilevel analysis of the data revealed that the students in the experimental condition significantly improved their intercultural competence when compared with the students in the control condition. For reading proficiency, main effects were found in both conditions. The results demonstrate that a CLIL approach adds considerably to intercultural development; a broad inclusion of literary texts in foreign language teaching environments is therefore recommended. Schat also wrote ‘Implementation of an integrated intercultural literary pedagogy intervention in Spanish-as-a-foreign-language classrooms in the Netherlands: An effect study at the secondary level’ (Utrecht University).

References (work in progress)

Agirdag, O. (2020). Onderwijs in een gekleurde samenleving. EPO. ISBN: 9789462672505.

Duarte, J. & Günther-Van der Meij, M. (2018). Drietalige basisscholen in Friesland: een gouden greep in tijden van toenemende diversiteit? In O. Agirdag, & E. -R. Kembel (eds.), Meertaligheid en onderwijs: Nederlands plus (pp. 90-102). Boom.

Hajer, M., Spee, I. (2017). Ruimte voor nieuwe talenten: Keuzes rond nieuwkomers op de basisschool. Rapport. PO-Raad. https://issuu.com/poraad/docs/ruimte_voor_nieuwe_talenten.

Kramsch, C. (2014). Language and Culture. AILA Review, 27, 30-55. https://doi.org/10.1075.aila.27.02kra.

Kramsch, C., & Zhu, H. (2016). Language and culture in English language teaching. In: G; Hall (ed.). Routledge Handbook of English Language Teaching, Routledge.

Moonen, M. (2023). Domeinbeschrijving Engels primair onderwijs. SLO Nuffic (z.d.a.) Straten met Linq. https://www.nuffic.nl/onderwerpen/netwerk-duits-en-frans-linq/starten-met-linq.

Peters, L. (2021). Talen die in de school komen. Kansen voor een multidiverse basisschool. Lannoo Campus. ISBN: 9789401473569.

Bert van Oers, Vrije Universiteit Amsterdam (NL) wrote ‘Reading for meaning: the effects of Developmental Education on reading achievements of primary school students from low SES and ethnic minority families’.

Voogt wrote ‘De Cultuurhistorische Onderwijspedagogiek als narratief’ at the University of Amsterdam.

Hülya Kosar Altinyelken wrote ‘Recontextualization of learner-centred pedagogy in Rwanda: A comparative analysis of primary and secondary schools. Policy adoption of learner-centred pedagogy in Rwanda: A case study of its rationale and transfer mechanisms’ at the University of Amsterdam (NL).

De Graaff, at Utrecht University (NL), wrote ‘Key principles for an integrated intercultural literary pedagogy: An educational design research project on arts integration for intercultural competence. A showdown between bilingual and mainstream education: the impact of language of instruction on learning subject content knowledge’.

Volman, at the University of Amsterdam (NL) wrote ‘Reading for meaning: the effects of Developmental Education on reading achievements of primary school students from low SES and ethnic minority families. Teachers’ multicultural attitudes and perspective taking abilities as factors in culturally responsive teaching’.

Miedema, at the Universiteit Amsterdam (NL), wrote ‘Worldview Literacy in the Academy and Beyond: Advancing Mutual Understanding in Diverse Societies’.

Van Dam, at the University of Amsterdam (NL) wrote about ‘School Libraries across Cultures’.

Nijenhuis at Utrecht University (NL) wrote about ‘Cultural encounters: enhancing students’ learning from a stay abroad’.

Jos van Helvoort of The Hague University of Applied Sciences (NL) wrote ‘Four Spaces of Civic Literacy Education: A Literature Review’.

Liping Weng at Wageningen University & Research (NL) wrote about ‘Interculturality in education: a theoretical and methodological toolbox’.

Oscar R. Enríquez at MESA+ Institute for Nanotechnology (NL), Universidad Carlos III de Madrid wrote about ‘The cultural competence challenge’.

Alexander P.E. van Oudenhoven at Leiden University (NL) wrote about ‘Ecosystems and People. Assessing nature’s contributions to people’.

Mark Pluymaekers at the Max Planck Institute for Psycholinguistics (NL) wrote about ‘The use of MT by undergraduate translation students for different learning tasks’

K. De Witte at University College Maastricht (NL) wrote about ‘The Role of National Culture in Financial Literacy: Cross-Country Evidence’.

Edegar da Conceição Savio at Tilburg University (NL) wrote about ‘Adult literacy classes in Timor-Leste and diverse language values and practices across the regions: implications for language policy-making’.

Sjaak Kroon at Tilburg University (NL) wrote about ‘Adult literacy classes in Timor-Leste and diverse language values and practices across the regions: implications for language policy-making.

Xiaoli Jiang at Delft University of Technology (NL) wrote about ‘Intercultural Management in Culturally Diverse Classrooms’.

Roza Meuleman at Radboud University Nijmegen (NL) wrote about ‘Culturele connecties: de relatie tussen culturele smaken en sociaal-economische hulpbronnen in netwerken’.

Özgül Ardıç at Delft University of Technology (NL) wrote ‘Integrating Culture in Language Classrooms’.

Anja Swennen at Vrije Universiteit Amsterdam (NL) wrote about ‘Finding the balance between personal and political’.

Dorian de Haan, Langha de Mey, Yvonne van Rijk at Utrecht University (NL) wrote about ‘Reading for meaning: the effects of Developmental Education on reading achievements of primary school students from low SES and ethnic minority families’.

Olga Belousova at University of Groningen (NL) wrote about ‘Work with Terms while Studying Humanities in a Non-core University: Spelling Competence.’