The implementation and evaluation of a program for Dutch language proficiency for teacher education in Curaçao

Abstract

This contribution deals with the implementation and evaluation of a program for Dutch language proficiency that was developed in a long-term educational design study in Teacher Education at the University of Curaçao. It first gives an overview of the study and describes the multilingual context of the Dutch Caribbean in which it was conducted. It then briefly goes into the large study dropout rates and low Dutch language proficiency of student teachers that led to developing design principles and a new language proficiency program. The program’s implementation was investigated in a mixed methods case study with classroom observations, interviews, and language tests, to describe and evaluate its use and effect. The case study included a formative part, investigating how the program and its implementation were perceived and evaluated by the teacher educators and student teachers and a summative part, investigating the effects of the program for the student teachers’ Dutch language proficiency and study success. The results of the case study showed that the program and its underlying design principles were positively evaluated by the student teachers and teacher educators and that it contributed to higher Dutch language proficiency scores and lower dropout rates in teacher education.