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Standard Dutch: the Key to Integrating in Flanders? Sociolinguistic-Ethnographic Research Into Adult Newcomers’ Difficulties When Speaking Dutch

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Standard Dutch: the Key to Integrating in Flanders? Sociolinguistic-Ethnographic Research Into Adult Newcomers’ Difficulties When Speaking Dutch STANDARD DUTCH: THE KEY TO INTEGRATING IN FLANDERS? SOCIOLINGUISTIC-ETHNOGRAPHIC RESEARCH INTO ADULT NEWCOMERS’ DIFFICULTIES WHEN SPEAKING DUTCH Word count: 34,894 Sara Van Cleemputte Student number: 01409660 Supervisor: Dr Chloé Lybaert A dissertation submitted to Ghent University in partial fulfilment of the requirements for the degree of Master of Arts in Multilingual Communication (Dutch, English, French) Academic year: 2017 - 2018 I Statement of confidentiality De auteur en de promotor(en) geven de toelating deze studie als geheel voor consultatie beschikbaar te stellen voor persoonlijk gebruik. Elk ander gebruik valt onder de beperkingen van het auteursrecht, in het bijzonder met betrekking tot de verplichting de bron uitdrukkelijk te vermelden bij het aanhalen van gegevens uit deze studie. Het auteursrecht betreffende de gegevens vermeld in deze studie berust bij de promotor(en). Het auteursrecht beperkt zich tot de wijze waarop de auteur de problematiek van het onderwerp heeft benaderd en neergeschreven. De auteur respecteert daarbij het oorspronkelijke auteursrecht van de individueel geciteerde studies en eventueel bijhorende documentatie, zoals tabellen en figuren. II Acknowledgements To complete this dissertation, the support of several people has been important. I want to start with my supervisor Dr Chloé Lybaert. Thank you for patiently reading draft after draft and providing insightful feedback. I greatly appreciated your guidance and careful editorial revisions throughout this process. Furthermore, many thanks go to the participating students without whose cooperation and transparency this research could not have been successfully conducted. I hope that I have done justice to your honesty, perseverance and commitment. It was great spending time with you and getting to know you. I am also grateful to Lucas and Emma, two teachers at De Windroos, for their friendliness and for sharing so much knowledge with me. My heartfelt gratitude goes to my parents who were always interested in what I was doing and how I was proceeding. Thank you for supporting me throughout writing this thesis and in everything I pursue. I also sincerely thank my friends for the stimulating discussions and the fun we had in the last years of our education. Last but by no means least, I gratefully acknowledge the unfailing support of my boyfriend Hendrik Wijnant, who was forever encouraging and always enthusiastic. I would also like to indicate that the views conveyed in this dissertation do not necessarily reflect those of the participants involved but are my own interpretations. Sara Van Cleemputte III Table of contents Statement of confidentiality .........................................................................................................I Acknowledgements ......................................................................................................................II Table of contents ........................................................................................................................III List of abbreviations and symbols ............................................................................................... V List of figures and tables ............................................................................................................ VI 1 Introduction ..........................................................................................................................1 2 Literature overview ..............................................................................................................3 2.1 Immigration in Belgium ................................................................................................3 2.2 Attitudes towards immigration ....................................................................................5 2.2.1 The attitude of Belgians ........................................................................................5 2.2.2 The attitude of politicians in their policy documents ...........................................7 2.2.3 General tendencies .............................................................................................14 2.3 Language education for newcomers ..........................................................................14 2.4 The Flemish Linguistic landscape ................................................................................17 2.4.1 Inter- and intralingual variation ..........................................................................17 2.4.2 Language ideologies ...........................................................................................23 2.5 Existing research on language education and practice ...............................................25 2.5.1 NT2 students’ communicative difficulties...........................................................26 2.5.2 Implementing tussentaal in Dutch language courses .........................................27 2.5.3 The impact of Dutch language courses on job opportunities .............................29 2.5.4 The impact of Dutch language courses on social participation ...........................29 3 Research .............................................................................................................................31 3.1 Motivation and research question .............................................................................31 3.2 Methodology ..............................................................................................................33 3.2.1 Sociolinguistic-ethnographic research ................................................................33 3.2.2 Data collection ....................................................................................................34 3.2.3 Data analysis .......................................................................................................41 4 Results and interpretation ..................................................................................................43 4.1 Activities and language offer in class ..........................................................................43 IV 4.1.1 The use of Dutch varieties in class ......................................................................43 4.1.2 The use of foreign languages ..............................................................................50 4.2 Communicative difficulties .........................................................................................55 4.2.1 Language comprehension ..................................................................................57 4.2.2 Language production ..........................................................................................67 4.3 Attitudes towards linguistic variation and (the need for) language education in .......79 Flanders ......................................................................................................................79 4.3.1 Views on the Flemish Linguistic landscape .........................................................79 4.3.2 Views on the language policy .............................................................................83 4.3.3 Views on the need to learn Dutch ......................................................................87 5 Conclusion and discussion ..................................................................................................94 Bibliography .............................................................................................................................103 Appendix I: In-class activities ...................................................................................................109 Appendix II: Out-of-class activities ...........................................................................................165 Appendix III: Questionnaires ....................................................................................................176 Appendix IV: Interviews ...........................................................................................................192 Word count: 34,894 V List of abbreviations and symbols AgII Flemish Social and Civic Integration Agency (Vlaams Agentschap Integratie en Inburgering) CBE Centre for Basic Education (Centrum voor Basiseducatie) CEFR The Common European Framework of Reference for Languages: Learning, Teaching, Assessment CVO Centre for Adult Education (Centrum voor volwassenenonderwijs) HvN Dutch Language House of Brussels (Huis van het Nederlands Brussel) NT2 Dutch as a second language (Nederlands als tweede taal) VDAB Flemish Service for Employment and Vocational Training (Vlaamse Dienst voor Arbeidsbemiddeling en Beroepsopleiding) UTC University Language Centre (Universitaire talencentra) The applied transcription conventions are based on the annotation systems described in Goethals (2015, pp. 8, 9), De Wilde & Van Hoof (2016, p. 3) and Rampton (2005, p. IV). (.) Pause of less than one second. .. Longer pause. [2.0] Approximate length of pause in seconds. [ Overlapping turn. = Closely connected utterance. () Inaudible speech. (…) Part left out from the transcript. [text] Speech or handwriting which was hard to discern, analyst guess. ((text)) Extra information added by the transcriber. text Text stressed by the speaker. °text° Text pronounced more quietly. >text< The talk between the symbols is rushed or compressed. <text> The talk between the symbols is markedly slow. te- A cut-off or self-interruption. The speaker did not pronounce the entire word. : The
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