Program

Nederlandse Vereniging voor Toegepaste Taalwetenschap Association Néerlandaise de Linguistique Appliquée www.anela.nl

Grote Taaldag 2013: 9 februari 2013

Toegepaste Taalwetenschap in Nederland Applied Linguistics in the Netherlands

Programma / Program

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Inhoud / Content Voorwoord/preface ................................ 1 Programma-overzicht/Program ............... 2 Abstracts: Plenaire lezing/plenary lecture: Elise de Bree ........................................ 2 Elise de Bree & Sharon Unsworth ............ 3 Pernelle Lorette & Laurence Mettewie ...... 3 Peter Nieuwenhuijsen ............................ 3 Anne de la Croix ................................... 3 Angela Gayton ........................................ Call for papers: Dutch Journal of Applied Lingusitics ……………………………………………………..

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Voorwoord / Preface Met veel genoegen heet ik u welkom op de Toegepaste Taalkunde in Nederland-dag 2013. Voor het allereerst ook nog eens. We beginnen meteen goed: vandaag zijn er 6 Anéla lezingen ondergebracht onder de noemer van de Grote Taaldag, waaronder een plenaire lezing. Veel facetten van de toegepaste taalkunde zullen voorbij komen in de loop van vandaag: van taalleerstoornissen, tweede taalverwerving en taalattitudes tot taalbeleid, interactie analyse en (conversationele) sociolinguïstiek. Alle Anéla lezingen vinden plaats in zaal 0.32 van Drift 21. Direct naast deze zaal vindt u de ingang naar de binnentuin, van waaruit Drift 25 gemakkelijk en snel te bereiken is. Hier vinden de lezingen plaats van de Taalkunde in Nederland-dag, georganiseerd door zustervereniging AVT. Deze lezingen zijn ingedeeld op dezelfde tijdslots als de Anéla lezingen en het staat u vrij om lezingen van beide dagen te bezoeken. Bewegwijzering naar de AVT-lezingen vindt u in de binnentuin. Graag horen we van u wat u van deze opzet vindt. Dat kan natuurlijk informeel (iedereen van de organisatie draagt een hele badge), maar we zullen t.z.t. ook een vragenlijst doen uitgaan waarop u uw mening kwijt kunt. Voor nu wens ik u een inspirerende dag toe, met ook veel bijpraten met oude bekenden en ontmoeten van nieuwe collega‟s. It is my pleasure to welcome you to the Applied Linguistics in the Netherlands day 2013. This is the first time that this event is organized and we start off well: 6 presentations will cover various facets of applied linguistics, among which one plenary talk. Topics that are covered include language disorders, second language acquisition and language attitudes, but also language policy, interaction analysis and (conversational) sociolinguistics. All Anéla talks take place in room 0.32 of Drift 21. Directly next to this room you will find the entrance to the courtyard, from which you can easily reach the neighboring building of Drift 25. This is where all the Linguistics in the Netherlands talks will take place, organized by the Dutch Society for General Linguistics (AVT). You are free to attend talks in both Drift 21 and Drift 25 today, which is why they are scheduled in the same time slots. There will be signs guiding you on your way to both events. We would very much appreciate your feedback on the organization and set-up of this day, so feel free to approach anyone wearing a yellow badge today (indicating a member of the organization committee or student helper), but we will also send you a questionnaire in due course. For now, I hope you have an inspiring day with room to catch up with old friend and meet new colleagues. Merel Keijzer

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Programma / Program Drift 21, zaal 0.32 Zaalvoorzitter: Merel Keijzer 9:00–10:00

Ontvangst met koffie/thee en registratie* Registration including coffee/tea 10:30–11:30 Plenaire lezing/plenary Language learning and dyslexia Elise de Bree 11:30-12:00 Elise de Bree & Sharon Dutch and English literacy and Unsworth language outcomes of dyslexic students in regular and bilingual secondary education 12:00 –12:30 Pernelle Lorette & Learners‟ attitudes and motivation Laurence Mettewie in Belgian CLIL programs 12:30 -13:30 Lunchbuffet / Lunch (buffet style) 13:30 -14:00 Peter Nieuwenhuijsen Vrije variatie in het persoonlijk voornaamwoord die? 14:00 – 14:30 Anne de la Croix Doktertje spelen? Een analyse van interacties tussen derdejaars studenten geneeskunde en simulatiepatiënten in het kader van gespreksvaardighedenonderwijs 14:30 – 15:00 Koffie/theepauze /Coffee/teabreak 15:00 – 15:30 Angela Gayton European Union language policy implementation in native Englishspeaking contexts – what can other countries learn? 15:30 – 16:30 Informeel napraten/Informal discussion at end of the talks 16:30 – 17:30 Taalgala (met o.a. de uitreiking van de AVT/Anéla dissertatieprijs) Taalgala including the announcement of the winner of the AVT/Anéla dissertation award) 17:30 Borrel /Drinks *er zal de hele dag iemand bij de registratiebalie staan / you can register all day long.

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Plenaire lezing / Plenary lecture: Elise de Bree Language development/language disorders

Language learning and dyslexia Elise de Bree Universiteit Utrecht [email protected] Being able to read and spell properly are skills essential for being able to function in our present society. Failure to do so adequately has far-reaching consequences for a child‟s academic development as well as self-esteem. The most well-known reading and spelling deficit is dyslexia, which refers to fast and accurate word decoding and spelling. This disorder, which is estimated to affect between 5-10% of the population, will be the focus of this presentation. Specifically, the language basis of dyslexia will be discussed. One main proposed underlying cause for dyslexia is a phonological deficit, i.e. difficulties with the perception, storage, and retrieval of phonological representations of words. However, many children with dyslexia have been found to show broader (subtle) language difficulties, even though these are often not diagnosed as such. These broader oral language difficulties have also been reported for children with a familial risk of dyslexia, i.e., children with at least one dyslexic parent. At the same time, many children with diagnosed language disorders develop reading and spelling difficulties. These findings call into question whether a unitary deficit hypothesis of dyslexia is able to acccount for all cases of dyslexia. This is further endorsed by findings that dyslexia tends to co-occur not only with language disorders, but also with developmental coordination disorder, ADHD, and dyscalculia, indicative of multiple risk factors underlying the deficit. The findings presented in this talk will be united in a framework of dyslexia that has been gaining ground these last few years. This multifactorial deficit of dyslexia proposes that (the interaction between) multiple risk factors can cause dyslexia. Additionally, such a hypothesis is also able to accommodate the viewpoint that cooccurrences of dyslexia and other learning disorders are highly frequent rather than exceptional. This overview will thus also confirm the importance a continuous interaction between the diagnosis, theory, and intervention of dyslexia.

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Elise de Bree & Sharon Unsworth Language development/second language acquisition/language disorders Dutch and English literacy and language outcomes of dyslexic students in regular and bilingual secondary education Elise de Bree & Sharon Unsworth Utrecht University [email protected] / [email protected] Keywords: dyslexia, tto-scholen, Dutch, English, bilingual education The number of bilingual secondary schools (tto-scholen) in the Netherlands has steadily increased since their introduction in the 1990s (Europees Platform; Verspoor et al. 2010). Anecdotal evidence suggests that not all these schools are eager to accommodate students with dyslexia, given that difficulties with second language learning are often reported for dyslexic students (e.g., Harris & Hatano, 1999; van Berkel, van Wiets & Hoeks-Mentjes, 2007), especially when this concerns foreign languages with an opaque orthography, such as English, the second language (L2) in question for almost all ttoscholen. As yet, there there are no studies specifically investigating the literacy and language outcomes of dyslexic students in bilingual education in the Netherlands; by comparing the performance of dyslexic students attending regular secondary education to that of dyslexic students receiving bilingual English-Dutch education, this exploratory study hopes to shed light on the issue of bilingual secondary education and dyslexia. To this end, oral language and literacy outcomes of 60 students attending regular (REG) and bilingual pre-university (BIL) secondary education were compared. Groups were further divided into dyslexic (+DYS) and non-dyslexic (-DYS). As anticipated, the dyslexic groups performed more poorly on Dutch literacy measures than those without dyslexia. There were no group differences on Dutch oral language measures. However, on the English literacy tasks, the [BIL/-DYS] group outperformed the other three groups and the [BIL/+DYS] group also showed advantages over the [REG/+DYS] group. A similar pattern was attested for the English language measures: the [BIL/-DYS] group outperformed the other groups, and on one of the two tasks, the [BIL/+DYS] group scored significantly higher than the two [REG] groups. In short, the results of this study suggest that students with dyslexia attending bilingual education are able to benefit from it. Practical and theoretical implications are discussed.

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Pernelle Lorette & Laurence Mettewie Second language acquisition/language contact and change Learners’ attitudes and motivation in Belgian CLIL programs Pernelle Lorette & Laurence Mettewie Utrecht University / Université de Namur [email protected] / [email protected] Keywords: CLIL, Attitudes & Motivation, Learners‟ Perspective In the French-speaking part of Belgium, CLIL has been authorized since 1998. Research in Belgium has so far somehow neglected the social-psychological aspects of these programs. However, in a project (2011) on the attitudes and motivation of language learners in Belgium, part of the data was collected in two CLIL schools. 70 CLIL pupils, aged 16 to 18, as well as 122 pupils from control groups filled in a questionnaire about their CLIL target language (Dutch), English and French (L1). Through statistical analyses of the data we got some insights into the following research question: what are the language attitudes and learning motivation of CLIL pupils compared to non-CLIL pupils? These quantitative results match the expectations (Lasagabaster & Sierra 2009) of more favourable language attitudes and motivational orientations amongst the CLIL pupils towards their target CLIL language. However, the results for English revealed some diverging patterns compared to previous results (Pirskanen 2009, Merisuo-Storm 2007). These findings led to a second phase of the research in which qualitative data was collected amongst 42 CLIL subjects of the quantitative part. During focus group sessions, pupils were asked to comment on how they felt about the CLIL program, the differences between CLIL and non-CLIL teaching and pupils, their attitudes towards Dutch and English and their use of both languages. In this presentation, we will discuss these results through statistical analyses and illustrative excerpts. LASAGABASTER, D. & J. M. SIERRA (2009). Language Attitudes in CLIL and Traditional EFL Classes. In International CLIL Research Journal, 1 (2), 4-17. MERISUO-STORM, T. (2007). Pupils‟ Attitudes Towards Foreign-Language Learning and the Development of Literacy Skills in Bilingual Education. In Teaching and Teacher Education, 23, 226-235. PIRSKANEN, H. (2009). Attitudes Towards the English Language: A Comparison Between a CLIL Class and a Regular Class. Jyväskyla : University of Jyväskyla.

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Peter Nieuwenhuijsen Dialectologie en variationale sociolinguïstiek

Vrije variatie in het persoonlijk voornaamwoord die? Peter Nieuwenhuisen Vh. Rijksuniversiteit Groningen [email protected]

Op internet is een woord opgedoken dat voorheen zelden op schrift werd gebruikt. Het is het persoonlijke voornaamwoord die, zoals dat te vinden is in combinaties als hoedie en zeidie. Van oorsprong zou dit woord uit het dialect van Zuid-Holland afkomstig zijn, maar het is nu wijd verbreid over het Nederlandse taalgebied. Sprekers gebruiken dit die en ie door elkaar. Een eerste indruk is dat de variatie geheel vrij is, maar hier zou nader onderzoek naar moeten worden verricht. In veel gevallen wordt het verschil tussen ie en die geneutraliseerd. Het proces dat hierachter schuilgaat, voert ons een millennium terug in de tijd. Maar ook over de toekomst van die valt iets te zeggen.

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Anne de la Croix Interactionale sociolinguïstiek en gespreksanalyse Doktertje spelen? Een analyse van interacties tussen derdejaars studenten geneeskunde en simulatiepatiënten in het kader van gespreksvaardighedenonderwijs. Anne de la Croix Erasmus Medisch Centrum Rotterdam [email protected] Trefwoorden: Discourse analyse, Conversatie Analyse, institutionele interacties, taal en onderwijs, conversationele asymmetrie. Wereldwijd wordt in opleidingen geneeskunde veel gebruik gemaakt van simulatiepatiënten (SPs, mensen die een patiëntenrol spelen) zodat studenten en coassistenten hun gespreksvaardigheden kunnen oefenen. Communicatie en professioneel gedrag zijn relatief nieuwe elementen in de opleiding geneeskunde en er wordt veel onderzoek gedaan naar de effectiviteit van het onderwijs in deze onderwerpen. Maar ondanks de wijdverbreide inzet van het rollenspel als onderwijsvorm in medische curricula, zijn gesimuleerde gesprekken nog nauwelijks bestudeerd. Er is ruim onderzoek gedaan naar arts-patiënt interacties, waarin het institutionele karakter vaak taalkundig te zien is in conversationele asymmetrie. Het instituut is de huisartsenpraktijk of het ziekenhuis, de arts is de professional, de patiënt is de leek. Gesprekken tussen student en SP zijn minder eenduidig van aard en kunnen zelfs hybride genoemd worden. Er is namelijk sprake van twee institutionele settings: die van de onderwijsinstelling (waarin de SP deel uitmaakt van het instituut) en die van de gesimuleerde medische setting (waarin de SP de patiënt speelt en als patiënt géén deel uitmaakt van het instituut). Dit maakt het gesimuleerde consult interessant voor analyse, want: hoe verloopt de interactie? In welke mate lijkt het gesimuleerde consult op een „echt‟ consult? Hoe verhouden de student en de SP zich tot elkaar? En wat betekent dat voor het gespreksvaardighedenonderwijs waarbij gebruik gemaakt wordt van SPs? Om antwoord te kunnen geven op deze vragen, zijn 100 getranscribeerde gesprekken tussen SPs en derdejaars studenten aan de University of Birmingham (Engeland) geanalyseerd onder de vlag Discourse Analysis. Hierbij is speciale aandacht besteed aan delen van het gesprek waar asymmetrie zich vaak manifesteert: het aandeel van de spreker in het gesprek, interrupties, de opening- en afrondingsfasen, topic initiations, en het stellen van vragen. In deze presentatie wordt de studie gepresenteerd, inclusief resultaten en implicaties voor de onderwijspraktijk.

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Angela Gayton Language Policy

European Union language policy implementation in native English-speaking contexts – what can other countries learn? Angela Gayton Wageningen University [email protected] Keywords: second language acquisition; language policy and politics; English as a global lingua franca; language learning attitudes.

The European Union introduced a so-called „1 + 2‟ model of language learning for its member states in 2002, with the aim of each EU citizen attaining some level of competency in at least two languages as well as their mother tongue. Given (the perceptions of) English as a global lingua franca, however, what are the different implementations of, and commitments and reactions to, this 1 + 2 recommendation in a country like Scotland, where the alleged „global language‟ is mother tongue to a majority of learners, compared to others where English is instead one of the foreign languages under instruction? To investigate the influence of English in the different contexts, semi-structured interviews were conducted with teachers of French and German in Scotland, English and German in France, and English and French in Germany (n = 11). Interviewed too were French teachers based in Scotland (n = 2), who had also taught English in France, to compare attitudes and motivation of pupils in these two contexts, according to these individual teachers‟ experience. The qualitative data are analysed against the background of recent discussions within the Scottish Government about the relevance of foreign language competence for native English speakers, and subsequent commitment (or otherwise) to the EU-wide 1 + 2 policy. This feeds into work about the role of English as a global lingua franca in language learning attitudes (Lanvers, 2011; 2012), both in situations where the language is an L1 and an L2. Conclusions about motivational patterns in Scottish classrooms, and official commitment to language learning policies at governmental level, have implications for the learning of languages other than English in EU countries like France and Germany, and indeed the Netherlands (e.g. Henry, 2010). References Henry, A (2010) „Contexts of possibility in simultaneous language learning: using the L2 motivational self system to assess the impact of global English‟, Journal of Multilingual and Multicultural Development, vol. 31, no. 2, pp. 149-162 Lanvers, U (2011) „Language Education Policy in England. Is English the Elephant in the Room?‟, Apples – Journal of Applied Language Studies, vol. 5, no. 3, pp. 63-78. Lanvers, U (2012) „“The Danish speak so many languages it's really embarrassing”. The impact of L1 English on adult language students' motivation‟, Innovation in Language Learning and Teaching, DOI:10.1080/17501229.2011.641970.

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Call for papers: Dutch Journal of Applied Linguistics Alle presentatoren die hun werk hebben laten zien op de Toegepaste Taalwetenschap in Nederland stroom worden van harte uitgenodigd om hun lezing om te vormen tot een artikel en dit ter publicatie aan te bieden aan de Dutch Journal of Applied Linguistics. Meer informatie hierover kunt u hieronder vinden en ook in een brochure die tijdens de Grote Taaldag uitgereikt zal worden. All presenters of the Applied Linguistics in the Netherlands event are cordially invited to submit their paper to the Dutch Journal of Applied Linguistics. More information can be found below as well as in a brochure that will be handed out during the Grote Taaldag.

************************************************************‟ The Dutch Journal of Applied Linguistics (DuJAL) focusses on promoting Dutch and Belgian work in applied linguistics among an international audience, but also welcomes contributions from other countries. It caters for the academic society in the field, but also for language and communication experts working in other contexts, such as institutions involved in language and communication policy, training, curriculum development, assessment, and consultancy. DuJAL is the digital continuation of Toegepaste Taalwetenschap in Artikelen, which has been the journal of Anéla, the Dutch Association of Applied Linguistics, for forty years. Like its predecessor, DuJAL wants to offer a platform to young researchers in applied linguistics. In order to maintain a high standard all submissions are subjected to „double blind‟ review. Contributions may be written in Dutch, English, German or French. DuJAL‟s editor-in-chief is Bert Weltens (VU University Amsterdam). Editors: Jos Hornikx (Radboud University Nijmegen) Wander Lowie (University of Groningen) Petra Poelmans (Fontys University of Applied Sciences) See also: www.benjamins.com/catalog/dujal

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