Nationale variatie in het vreemdetalenonderwijs

Abstract

Abstract National variation in foreign language teaching: a tool for intra-linguistic curriculum analysisThis article proposes an evaluation instrument (‘pluricentricity checklist’) for coursebook analysis focusing on (standard) language variation. The Common European Framework of Reference for Languages advocates the development of language learners’ and users’ sociolinguistic competencies, which include linguistic awareness of national and intranational language variation. Based on a review of pertinent linguistic and educational literature, the checklist presented in this article will meet the needs of both teachers and coursebook editors, and of foreign and second language students, all of whom are involved in teaching and learning pluricentric languages. An evaluation of Sprachkurs Niederländisch (Melis 2011) and Routledge Intensive Dutch Course (Quist, Sas & Strik 2006), two examples of course materials for learning Dutch as a foreign language, serves to demonstrate the instrument. It is not being propagated with a view to productive mastery of as many national variants as possible ‐ least of all by beginner students ‐ but should contribute to a growing recognition of (standard) language variation in modern foreign/second language teaching and learning.