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Awareness of Linguistic Diversity in Dutch Secondary Schools: an Analysis of the Stepping Stones Textbooks

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Awareness of Linguistic Diversity in Dutch Secondary Schools: an Analysis of the Stepping Stones Textbooks Awareness of Linguistic Diversity in Dutch Secondary Schools: An Analysis of the Stepping Stones Textbooks BA Thesis English Language and Culture, Utrecht University Ashley Bogaski Supervisor: W.Z. van den Doel Second Reader: R. Supheert 7 December 2016 5,743 words 2 Abstract Despite previous research of English Language Teaching (ELT), gaps remain in the research of ELT textbooks. This study explores the extent to which the Stepping Stones series offers Dutch secondary school students English language diversity. Stepping Stones 2 VMBO bk and Stepping Stones 2 VWO, along with their supplemental audio material, were analyzed. Interviews with teachers who use the textbooks and an online survey of teachers’ initiatives for discussing linguistic diversity were conducted to broaden the scope of the analysis by providing insight into practical exposure to English diversity independent of the textbooks. The results indicated that while an effort is made in Stepping Stones to include linguistic diversity in both textbooks, it is more common in the pre-university (VWO) version, thus limiting the linguistic diversity awareness of pre-vocational (VMBO) students. This research concludes that while the Stepping Stones textbooks do not offer an equal amount of linguistic diversity between VMBO and VWO textbooks, the exposure of the students to the different varieties of World Englishes is provided by the teacher, often only at the request of the students. 3 Table of Contents Introduction ..................................................................................................................................... 4 Theoretical Background .................................................................................................................. 7 The Textbook as a Learning and Teaching Tool ......................................................................... 7 Implications of Linguistic Diversity Awareness ......................................................................... 8 Methodology ................................................................................................................................. 12 Participants ................................................................................................................................ 12 Materials .................................................................................................................................... 12 Procedure and Analysis ............................................................................................................. 12 Results ........................................................................................................................................... 15 Textbooks .................................................................................................................................. 15 Audio Material .......................................................................................................................... 16 Practical Exposure to Linguistic Diversity in English .............................................................. 18 Discussion ..................................................................................................................................... 22 Recommendations for Improvement ......................................................................................... 23 Conclusion .................................................................................................................................... 25 Limitations and Suggestions for Future Research ..................................................................... 25 Appendix A Teacher 1 VMBO Interview ..................................................................................... 28 Appendix B Teacher 2 VWO Interview ....................................................................................... 30 Appendix C Survey Questions ...................................................................................................... 33 Appendix D Photocopies from Stepping Stones 2 VMBO bk ....................................................... 34 Appendix E Photocopies from Stepping Stones 2 VWO ............................................................... 38 References ..................................................................................................................................... 43 4 Introduction Globalization fostered the spread of English and offers increasing opportunities for contact and communication between different cultures (Berns 2009; Kubota 2001; McKay 2000; Shin et al. 2011; Smith 1983; Syrbe & Rose 2016; Xiaoqiong & Xianxing 2011). English is common in the Netherlands and is even seen as a basic skill (Edwards 2014). Therefore, exposing Dutch learners of English to linguistic diversity, as investigated by Kubota (2001) regarding native speakers of English, could help promote linguistic acceptance. Additionally, Smith (1983) stresses the importance of non-native speakers’ tolerance of the many varieties of English. According to Schleijpen (2015), some teachers doubt the relevancy of teaching different varieties of English to learners who will not encounter them on a regular basis (p. 7). However, given Europe’s open borders and the many different types of English, encountering World Englishes (WE) may occur on a regular basis. Dutch students may often encounter WE, as the Netherlands is a top destination for studying abroad (Edwards 2014; Syrbe & Rose 2016). Additionally, 74% of Dutch people use foreign languages on holidays abroad (Eurobarometer 2012). Research by Berns (2008), Kubota (2001), and Matsuda (2003a) has been completed regarding the positive outcomes of exposure to different World Englishes. Exposure to different WE helps with communication between speakers and a lack of exposure will be disadvantageous to the person attempting to communicate with English speakers (Berns 2008; Kubota 2001; Matsuda 2003a). With more non-native speakers of English than native speakers, the chances of communication between non-native speakers seems greater than between native speakers and non- native speakers (Alptekin 2002; Matsuda 2002; Matsuda 2003a; McKay 2000; Shin et al. 2011). Difficulties in effective communication may arise if, for example, a non-native speaker variety of English is encountered (Berns 2008; Kubota 2001; Lippi-Green 2012). Exposure to linguistic 5 diversity, therefore, is necessary to function in a linguistically and culturally diverse society (Alptekin 2002; Berns 2008, 2009; Dinvaut 2008; Kubota 2001; Matsuda 2003a; McKay 2000; Shin et al. 2011; Smith 1983). Consequently, awareness of the different varieties of English that exist in the world today is important for any speaker of English (Kubota 2001). Kubota (2001) sought to raise American students’ awareness of WE to allow different speakers of English to communicate effectively. She investigated WE and American students’ awareness of different English varieties because, as with the Netherlands, colleges in the United States welcome international students, educators, and guest lecturers from all Three Circle varieties (Inner, Outer, and Expanding) (Kubota 2001). Matsuda (2003a) believes that linguistic diversity awareness benefits both students and teachers. Kilickaya (2009) claims that if the goal for students of English is to be able to communicate across cultures and borders, English should be taught in a way that embraces its many accents and fosters tolerance of the different varieties of English through exposure to them (p. 37). Students need to be prepared for real-life situations (Shin et al. 2011; Syrbe & Rose 2016) and that includes awareness of the existence of WE. With the growing number of non-native English speakers in the world today, the chances of non-native English speakers communicating with one another is high (Alptekin 2002; Berns 2008, 2009; Dinvaut 2008; Kubota 2001; Matsuda 2003a; McKay 2000; Shin et al. 2011; Smith 1983; Syrbe & Rose 2016). Globalization has enabled people to work internationally and with people of different nationalities and native languages. As English has become the most important international language today (Xiaoqiong & Xianxing 2011), using a native speaker variety of English as the sole measurement for student progress and aim should be a thing of the past, as there are a plethora of English varieties and accents. According to Xiaoqiong and Xianxing (2011), there are over two 6 billion people who use English in their everyday lives (p. 219). Still, British (RP) English continues to be the English that is primarily taught to secondary school students in the Netherlands. According to the Dutch government, “after completing primary school, pupils move on to one of three types of secondary education: pre-vocational secondary education (VMBO), senior general secondary education (HAVO) or pre-university education (VWO). Secondary education prepares pupils for secondary vocational education (MBO), higher professional education (HBO) or university education. In the lower years of secondary school, pupils follow a broad curriculum” (Government of the Netherlands 2015). Furthermore, according to the Dutch ministry of education, 43% of secondary school students follow a VWO path and 50% follow a VMBO path (Stromen in het Nederlandse Onderwijs 2015). Half of students today, then, follow a secondary educational path that will lead them directly into the workforce. The current study seeks to find the degree to which
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