1887
Volume 82, Issue 1
  • ISSN 0169-7420
  • E-ISSN: 2213-4883
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Abstract

In 2008 the Dutch government has introduced a Framework of Reference (called 'Doorlopende leerlijnen'; English 'Curricular continuity policy') that will be guiding for future development of educational materials and for test development in LI and L2. The Dutch framework is more or less linked to the European Reference Framework, with minor adaptations related to the younger age group and the educational setting of primary and secondary schools. However, it is still in its initial and very global state. In this symposium, researchers in the educational field have discussed the theoretical and praticai implications of the Framework, and the needs they see for further development and elaboration. The four presenters and their referees respectively discussed the empirical validation of the framework and the practical implications. With respect to the empirical validation it was found that adaptations are needed, especially with respect to the differentiation within the Dutch system of vocational education. With respect to the practical implications, there were doubts about the teacher's orientation this Framework may direct. The quality of teaching has been considered to be more important than the linguistic attainment of certain levels of reference, which is not desirable especially for the younger age groups. However, the educational field in Amsterdam has adapted the new framework as it has enhanced the willingness of measuring the (L2) language proficiency of pupils at risk and it has raised so the consciousness about the stagnating development of second language pupils.

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/content/journals/10.1075/ttwia.82.03hac
2009-01-01
2019-08-20
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References

http://instance.metastore.ingenta.com/content/journals/10.1075/ttwia.82.03hac
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  • Article Type: Research Article
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