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Language support for L2 speakers of Dutch: effects and motivations

Sibo Kanobana UGent and Bart Deygers UGent (2011) 4th international technology, education and development conference, Proceedings. p.006544-006548
abstract
Research at Ghent University (UGent) has shown that non native speakers of Dutch (the main language of instruction at UGent) are less likely to achieve academic success than their L1 peers. Since advanced linguistic skills are key to all aspects of college life, substandard academic language skills can exclude students both socially and academically even though they may have the required talent and intellectual capacity. To help resolve this issue Ghent University launched a language policy unit in 2009. One of the purposes of this project is to eliminate language as a barrier to study success, for both L1 and L2 speakers of Dutch. This paper will focus on one area of expertise of the language policy unit, i.e. the language support workshops for students with an L2 background (L2 workshops). These workshops have been implemented specifically for non-native speakers and are explicitly task-based. This paper will elaborate on the paths that have been tried and rejected (such as a placement test-based system and a social-constructivist inclusive approach) as well as on those that have been pursued. Additionally, this paper will zoom in on the role of students of the Ghent University teacher training program in the L2 workshops. Participating in the workshops requires a future teacher to adopt a different mindset, since both the pedagogical approach and the students are different to what the interns are used to. In order to establish the effect of a non-conventional internship on the teaching beliefs of future teachers, the language policy unit conducted a number of focus groups in April-July 2011. In this paper we will show how and why academic L2 project is conducive to both the linguistic skills of the participants and the teaching beliefs and pedagogic practices of the interns.
Please use this url to cite or link to this publication:
author
organization
year
type
conference
publication status
published
subject
keyword
L2, Dutch, Language, NT2, academic language
in
4th international technology, education and development conference, Proceedings
editor
L Gómez Chova and I Candel Torres
pages
006544 - 006548
publisher
IATED
place of publication
Madrid, Spain
conference name
4th International Technology, Education and Development conference (ICERI - 2011)
conference location
Madrid, Spain
conference start
2011-11-14
conference end
2011-11-16
ISBN
9788461533244
project
Taalbeleid Academisch Nederlands
language
English
UGent publication?
yes
classification
C1
copyright statement
I have transferred the copyright for this publication to the publisher
id
2004142
handle
http://hdl.handle.net/1854/LU-2004142
date created
2012-01-26 10:18:18
date last changed
2015-06-17 09:55:36
@inproceedings{2004142,
  abstract     = {Research at Ghent University (UGent) has shown that non native speakers of Dutch (the main language of instruction at UGent) are less likely to achieve academic success than their L1 peers. Since advanced linguistic skills are key to all aspects of college life, substandard academic language skills can exclude students both socially and academically even though they may have the required talent and intellectual capacity. To help resolve this issue Ghent University launched a language policy unit in 2009. One of the purposes of this project is to eliminate language as a barrier to study success, for both L1 and L2 speakers of Dutch. This paper will focus on one area of expertise of the language policy unit, i.e. the language support workshops for students with an L2 background (L2 workshops). These workshops have been implemented specifically for non-native speakers and are explicitly task-based. This paper will elaborate on the paths that have been tried and rejected (such as a placement test-based system and a social-constructivist inclusive approach) as well as on those that have been pursued. Additionally, this paper will zoom in on the role of students of the Ghent University teacher training program in the L2 workshops.  Participating in the workshops requires a future teacher to adopt a different mindset, since both the pedagogical approach and the students are different to what the interns are used to. In order to establish the effect of a non-conventional internship on the teaching beliefs of future teachers, the language policy unit conducted a number of focus groups in April-July 2011. In this paper we will show how and why academic L2 project is conducive to both the linguistic skills of the participants and the teaching beliefs and pedagogic practices of the interns.},
  author       = {Kanobana, Sibo and Deygers, Bart},
  booktitle    = {4th international technology, education and development conference, Proceedings},
  editor       = {G{\'o}mez Chova, L and Candel Torres, I},
  isbn         = {9788461533244},
  keyword      = {L2,Dutch,Language,NT2,academic language},
  language     = {eng},
  location     = {Madrid, Spain},
  pages        = {006544--006548},
  publisher    = {IATED},
  title        = {Language support for L2 speakers of Dutch: effects and motivations},
  year         = {2011},
}

Chicago
Kanobana, Sibo, and Bart Deygers. 2011. “Language Support for L2 Speakers of Dutch: Effects and Motivations.” In 4th International Technology, Education and Development Conference, Proceedings, ed. L Gómez Chova and I Candel Torres, 006544–006548. Madrid, Spain: IATED.
APA
Kanobana, S., & Deygers, B. (2011). Language support for L2 speakers of Dutch: effects and motivations. In L. Gómez Chova & I. Candel Torres (Eds.), 4th international technology, education and development conference, Proceedings (pp. 006544–006548). Presented at the 4th International Technology, Education and Development conference (ICERI - 2011), Madrid, Spain: IATED.
Vancouver
1.
Kanobana S, Deygers B. Language support for L2 speakers of Dutch: effects and motivations. In: Gómez Chova L, Candel Torres I, editors. 4th international technology, education and development conference, Proceedings. Madrid, Spain: IATED; 2011. p. 006544–8.
MLA
Kanobana, Sibo, and Bart Deygers. “Language Support for L2 Speakers of Dutch: Effects and Motivations.” 4th International Technology, Education and Development Conference, Proceedings. Ed. L Gómez Chova & I Candel Torres. Madrid, Spain: IATED, 2011. 006544–006548. Print.