Mirjam Günther-van der Meij

NHL Stenden University of Applied Sciences · Department of Teacher Education

De talenbewuste leraar zoekt – met alle inzichten en handvatten op zak – naar wat leerlingen nodig hebben, zodat ze zich goed voelen en zich blijven ontwikkelen tot trotse taalgebruikers. Talenbewust lesgeven komt alle leerlingen ten goede, maar is bij uitstek van belang voor leerlingen uit kwetsbare thuissituaties en leerlingen met een meertalige...

Research suggests that in linguistically and socially diverse classrooms, teachers should draw on their students' multilingual repertoires. Although several approaches to use students' home languages exist, the accessibility of this knowledge among teachers is still limited. Recently, a holistic approach has been put forward to address the needs of...

With the increase of multilingual learners in European schools, foreign language teaching is facing several challenges. Schools and teachers need to update their understanding of languages but often do not know how to handle this in practice. While some research on holistic approaches for primary education has been carried out, secondary schools re...

Schools across Europe are experiencing a growing number of multilingual pupils; however, teachers claim to be generally underprepared for dealing with this ever-increasing linguistic and cultural diversity. Initial teacher education often pays insufficient attention to multilingualism, thus there is a call for research on what pre-service teachers...

This paper discusses the Digi+ project, a bilingual Dutch-German CBLE, aimed at primary school pupils between eight and ten years old in the German-Dutch border region. It describes the set-up of Digi+ as well as results from the first pilot study that was held with one Dutch and two German schools comprising six teachers and 107 pupils. Data were...

The chapter illustrates the ways in which Design-Based Research (DBR; McKenney and Reeves, 2013; Cobb, Confrey, diSessa, Lehrer, and Schauble, 2003) stimulates recent developments within the field of multilingualism and (primary and secondary) education. The chapter illustrates how DBR fits seamlessly into Design-Based Education (DBE) by incorporat...

Article in Nachbarsprache niederländisch about the Digi+ project.

The paper focuses on translanguaging practices of highly skilled refugees in a transition program in Dutch higher education. The pathways for refugees to enter higher education are full of obstacles. Acquiring the new language at a university level is one of the biggest challenges. Many institutions offer ‘transition programs’ to prepare refugees f...

This article discusses how university-level healthcare and welfare course programs in the official bilingual Province of Friesland/Fryslân can best be aligned with healthcare practice regarding the use of Frisian and the inclusion of other forms of multilingualism. 15 interviews with healthcare and welfare professionals confirm previous findings on...

Meertaligheid op een natuurlijke wijze integreren in het onderwijs van een middelbare school, hoe doe je dat? Het lectoraat Meertaligheid & Geletterdheid van de NHL Stenden Hogeschool heeft een project opgezet dat zich richt op het ontwikkelen en implementeren van een holistische aanpak voor brede meertaligheid in het voortgezet onderwijs: Holi-Fry...

The increasing occurrence of multilingualism in the educational sphere is challenging teachers to deal with the coexistence of different languages in the classroom. The present paper presents the analysis of language portraits as a tool to make students' multilingualism visible by using colours to represent their multilingual repertoires. Through a...

This chapter discusses the use of translanguaging pedagogy for learning English with young learners (kindergarten and elementary school level) in the context of the officially bilingual Province of Friesland, the Netherlands (with Dutch and the regional minority language Frisian). First, a holistic model for multilingualism in education (Duarte 201...

Within two multilingual education projects in the north of the Netherlands a holistic model for multilingualism in education is being tested. This is done through design-based interventions in which in- and pre-service teachers, teacher trainers and researchers co-develop and evaluate multilingual activities for different school types. Results show...

The focus of this chapter is analysis of multilingual interaction taking place at three types of secondary schools in the province of Friesland, the Netherlands. The aim is to explore whether multilingualism is used to learn, or whether teachers learn to act multilingually. It focusses on a multilingual education project in which activities in seve...

This article presents recent developments around multilingual secondary education in the officially bilingual province of Friesland, the Netherlands. As in other European contexts, schools in this region face the challenge of a growing language diversity due to migration. Despite this larger variety of languages in society, schooling is still mainl...

Nederland is rijk aan talige en culturele diversiteit maar toch blijft de hoofdtaal van het curriculum het Nederlands. Andere talen, zoals migranten- of streektalen spelen een kleinere (of geen) rol in het onderwijs. In dit artikel worden recente ontwikkelingen omtrent het inzetten van alle in het onderwijs aanwezige talen besproken.

In this paper presents a holistic model for multilingualism in education (Duarte, 2017), which combines different approaches to teaching and knowledge and places them in a continuum — from the acknowledgement of different languages to their actual use as a language of instruction. The model addresses attitudes, knowledge, and skills related to the...