AND MORE...

Dutch for Children and more





+599 95105171
w: www.dutchforchildren.nl
e: dutchforchildren@gmail.com

Augustus Special 2017: korting voor komend schooljaar.

Gratis proefles! Neem hier contact op.

Online lessenLessons online. Voor een impressie. Get an impression.

 

 

 

 

Reviews van ouders en leerlingen. Reviews from parents and students.

 
En informeer hier naar onze feestelijke december tarieven!

 

 

Dutch as a second language

Expat children and Dutch as a second language

January 2, 2015 by Wendy van Dalen
 
Read the article in Dutch overhere.
 
Reading out loud for children is good for their language development. This is best when done in the speaker’s own native language.
“I'm trying to read to my children in Dutch as much as possible. Surely this is the best thing to do?”
A common question of expats considering a Dutch as a Second Language course (NT2) for their children. If you want your children to learn Dutch well and you want them to quickly get the hang of it, then they should be immersed in that language.There are some conditions for this emersion.
 
Conditions for the immersion into a second language
Children acquire languages in interaction with their environment. The more they interact in that language, the better. The quality of the language offered and the interactions should meet certain requirements. These should be at the right level and sufficiently frequent. If both parents themselves do not (yet) master the Dutch language sufficiently, these requirements are not easily met. In fact, there is a danger that children learn certain important language elements the wrong way and these language errors are difficult to correct later on. 
 
In addition children experience many advantages of their native language when learning a second language such as Dutch. Developing their native language skills is always a good thing and helps them when learning a second language. Therefore reading to your children in their first language is a good thing. 
 
Age and language experience play a role in second language acquisition.
That younger children seem to pick up a second language faster, is partly true. Adults have already mastered their native language and benefit from this while learning a second language. As a result, they ultimately learn a second language faster than children do. Initially young children develop language skills relatively quickly. At a young age  the children also live more in a second language environment than adults. For example, in a Dutch school and on the street playing with Dutch children. In addition, children in that environment can make do with simple language constructs and they do not need to create a business plan in Dutch for example. So it only seems like younger children acquire their second language faster than older children or adults. 
 
How children acquire a second language.
Children do not learn a second language just by growing up in a Dutch environment. They acquire this language through interaction with their environment. Based on what they hear, they make assumptions about what words mean and what rules they have to apply. These assumptions are reviewed in the interaction with the environment. Different forms of the language are taught by exposure in high frequency to those forms in the input. As mentioned earlier, the quality of the language exposed to should be high enough.
 
Children learn a second language the fastest, if they have a range of customized, high-quality of language input and are involved in the interaction.
The Dutch school system is often limitedly intercultural. School courses on a regular basis use difficult words, which are not or insufficiently explained. Children may have difficulty connecting abstract words such as industry to their own life or experience. Therefore they tend to not understand certain texts very well.
 
It is striking that many schools assume that NT2 children at one point in time have gained sufficient language skills, to master the scholastic language requirements and understand all the different subjects. This is not always correct. The vocabulary of children with Dutch as a second language is often not sufficient for the different school subjects (such as geography) to understand everything and to be able to understand linkages in school texts.
 
In particular, the bad connection between the children’s experiences in everyday life and the abstract texts and difficult words in school, ensures that most NT2 children develop a lag in Dutch proficiency during the elementary school period and later. 
 
In short: several factors are of interest in teaching a second language.
The social factors, the level of interaction, the age, but also the motivation and attitude towards the host country and learning the second language. But most important is the quality of the second-language education. The content and organization of language education are a major influence on the performance in school.
 
Dutch for Children and more… combines all these factors in the teaching of Dutch as a second language. Together with children and parents we propose a tutorial that connects to the experiences and personality of each individual child. Dutch for Children and more.. offers interactive teaching, individually or in small groups.
 
The teacher of Dutch for Children and more.., Wendy van Dalen, has deepened her knowledge and experience in teaching a second language and maintaining Dutch as a first language during her own expat experience abroad and through her education. As a mother she knows how important language is to integrate more easily in the host country. And how important it is for children to feel comfortable by speaking and understanding the native language of their parents as well as the language being spoken in their new social environment.
 
Would you like to know more about learning a second language or maintaining a first language  abroad for your child or yourself? Please feel free to contact Wendy van Dalen via ''contact''.
 
Bibliography
 
Appel, R. en Vermeer, A (1996). Tweede-taalverwerving en tweede taalonderwijs. Muiderberg: Coutinho. ISBN 9789062839520.
 
Coenen, J. (2004) ’’Deugen de nieuwe taal-methodes voor twee-taligen leerlingen?’’, Wat & Hoe NT2. URL bezocht op 31 december 2014.
 
Coene, J. (2008). School oorzaak taalachterstand. Volkskrant 30 juli 2008.
 
Kuiken, F., Vermeer, A., Appel, R., Kurvers, J., Litjes, P., Mooren, P.,Verhallen, M. (2010) Nederlands als tweede taal in het basisonderwijs. Baarn/Utrecht/Zutphen: ThiemeMeulenhoff. ISBN 9789006955019.
 
Lexicon. "Nederlands als tweede taal. SLO, nationaal expertisecentrum leerplanontwikkkeling." URL bezocht op 6 december 2014.