Nederlandse Sociolinguistiek: Wat Heeft De Leerplanontwikkeling Daaraan?

The important changes that were expected as a result of developments in sociolinguistics both in teaching in general and in teaching the vernacular did not occur. Neither was curriculum development as an instrument to bring about these changes really affected by the momentous change in linguistics of that period and after.One of the possible reasons may well be the lack of communication between sociolinguists and the makers of curricula. This article is meant to start the dialogue. It brings to the fore the gap between the results of sociolinguistic research and the perception teachers have of the problems investigated. In it the proposition is made to change the usual research design to such an extent as to create a situation in which the workers in education are more directly involved in formulating the problems.