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--- languages:drents_in_the_netherlands [2025/11/03 13:59] – [Institutional support] ydwine
+++ languages:drents_in_the_netherlands [2025/11/03 15:11] (current) – [National legislation on minority language education] ydwine
@@ Line 97: / Line 97: @@
 In 1987, the Ministry of Culture, Recreation and Social Work and the provincial government of Drenthe funded the establishment of  //Centrum veur taol en letterkunde Drentse Taol// (abbreviated to: //Drentse Taol//; English: Centre for language and linguistics of the Drents Language). The aim of this organisation was to promote, develop, and support cultural activities regarding the Drents language ((Geheugen van Drenthe. (n.d.). //Centrum veur taol en letterkunde Drentse Taol// [Centre for language and linguistics of the Drents Language]. Geheugen van Drenthe. Retrieved June 23, 2025, from [[https://geheugenvandrenthe.nl/encyclopedie-drenthe/drentse-taol-centrum-veur-taol-en-letterkunde]].)). Regarding education, //Drentse Taol// covered pre-school education, primary education, secondary education, higher education, and adult education. In 2007, //Drentse Taol// merged into the new organisation //Huus van de Taol// (English: House of the Language)((Geheugen van Drenthe. (n.d.). //Centrum veur taol en letterkunde Drentse Taol// [Centre for language and linguistics of the Drents Language]. Geheugen van Drenthe. Retrieved June 23, 2025, from [[https://geheugenvandrenthe.nl/encyclopedie-drenthe/drentse-taol-centrum-veur-taol-en-letterkunde]].)), which continues to promote the education of Drents and creates Drents teaching materials. It does so at the levels of pre-school education, primary education, secondary education, higher education, and adult education ((Huus van de Taol (n.d.) //Drents op School //[Drents at School]. Huus van de Taol. Retrieved June 23, 2025, from [[https://huusvandetaol.nl/nl/wat-we-doen/drents-leren/drents-op-school/]].)).
+Since 1993, attainment targets (Dutch: //kerndoelen//) for primary and the lower years of secondary education have been established for the mandatory curriculum subjects on a national level. Low Saxon has not been mentioned explicitly. Therefore, in 2019, the organisation //IJsselacademie// (a knowledge institute for regional history and Low Saxon language and culture) initiated the development of five attainment targets for Low Saxon in primary education ((Huus van de Taol. (n.d.). //Kerndoelen Nedersaksisch// [Attainment Targets Low Saxon]. Huus van de Taol. Retrieved June 23, 2025, from [[https://huusvandetaol.nl/nl/kerndoelen-nedersaksisch/]].)). The five attainment targets for Low Saxon are based on sixteen attainment targets and five basic skills from the official attainment targets for e.g. Dutch, Frisian, English, and world orientation, and cover language attitudes, processing information, speaking skills & vocabulary, writing skills, and history ((Huus van de Taol. (n.d.). //Kerndoelen Nedersaksisch// [Attainment Targets Low Saxon]. Huus van de Taol. Retrieved June 23, 2025, from [[https://huusvandetaol.nl/nl/kerndoelen-nedersaksisch/]].)).
 In 1998, the Netherlands recognised Low Saxon, and thus Drents as well, as a regional or minority language under part II of the European Charter for Regional or Minority Languages ((European Charter for Regional or Minority languages, ETS 148. (1992). [[https://rm.coe.int/1680695175]].)), and in 2018, the Dutch government and several provincial governments signed the Covenant on the Recognition by The Netherlands of the Low Saxon Regional Language. Though the Covenant does not state concrete undertakings for Drents in education, it was the direct cause for the establishment of the Low Saxon department of the educational teacher association //Levende Talen// (English: Living Languages)((Levende Talen Nedersaksisch. (n.d.) //Over ons// [About us]. Retrieved June 23, 2025, from [[https://ltnedersaksisch.nl/over-ons/]].)).
 The current legislation allows schools to teach and/or use Drents, with certain requirements in place (see Legislation of language education). There are a few organisations and initiatives which promote Drents in education (e.g. //Huus van de Taol//, //Levende Talen Nedersaksisch//, or the educational project //Bevordering Drents en Duits in het onderwijs// (English: The promotion of Drents and German in education). Nevertheless, Drents does not have a structural place in education in Drenthe (e.g. ((Committee of Experts of the European Charter for Regional or Minority Language. (2022). //Seventh Evaluation Report on the Netherlands//. Council of Europe. [[https://rm.coe.int/netherlandsecrml7-en/1680aa8930]].))((Driessen, G. (2005). In Dutch? Usage of Dutch Regional Languages and Dialects. //Language, Culture and Curriculum,// 18:3, 271-285.))((Ministry of Interior Affairs and Kingdom Relations. (2021). //European Charter for Regional or Minority Languages: Seventh periodical report presented to the Secretary General of the Council of Europe in accordance with Article 15 of the Charter - Netherlands.// Council of Europe. [[https://rm.coe.int/netherlandspr7-en/1680a2abe8]].))).
+Change maye come for the presence of Drents in education, as new official and national attainment targets are in development and are expected to be adopted in August 2026 ((Rijksoverheid. (n.d.). //Vernieuwen curriculum primair onderwijs en voortgezet onderwijs// [Renewal curriculum primary education and secondary education]. Rijkoverheid. Retrieved 23 June, 2025, from [[https://www.rijksoverheid.nl/onderwerpen/toekomst-onderwijs/toekomstgericht-curriculum]].)). Drafts of these new attainment targets published in 2025 include sub-targets for Dutch lessons in primary as well as secondary education such as: 'to provide space for the various languages and language varieties of pupils'((SLO. (2025). //Functionele kerndoelen voor Nederlands en rekenen en wiskunde// [Functional attainment targets for Dutch, arithmetics and mathematics]. SLO. [[https://www.actualisatiekerndoelen.nl/updates/kerndoelen-nederlands-en-rekenen-en-wiskunde-gepubliceerd-3]]. original text in Dutch: 'ruimte bieden aan verschillende talen en taalvariëteiten van leerlingen.'))((SLO. (2025, April 28). //Definitieve conceptkerndoelen Nederlands herziene versie 2025 inclusief toelichtingsdocument// [Final draft attainment targets Dutch revised version 2025 including explanatory document]. SLO. [[https://www.slo.nl/thema/meer/actualisatie-kerndoelen-examenprogramma/actualisatie-kerndoelen/definitieve-conceptkerndoelen-nederlands/@24174/definitieve-conceptkerndoelen-nederlands/]]. original text in Dutch: 'ruimte bieden aan verschillende talen en taalvariëteiten van leerlingen.')). These attainment targets establish more opportunities to include home languages and multilingualism, though Low Saxon is not mentioned explicitly. For comparison, attainment targets for [[languages:frisian_in_the_netherlands|Frisian]] in primary education have been in place since 1993, and for secondary education since 2006. Nevertheless, in light of the new attainment targets, the //Onderwijsraad// (Council for Education) published the advisory report 'Talige diversiteit benutten' (English: Make use of linguistic diversity), on how to use home languages in the classroom ((Onderwijsraad. (2025). [[https://www.onderwijsraad.nl/documenten/2025/09/04/talige-diversiteit-benutten]].)). The three main recommendations are: 1) for schools to draft a policy that makes use of linguistic diversity; 2) to invest in support, training, and further professional development; and 3) to highlight legal opportunities for linguistic diversity in education. In reaction to this advisory report, four Low Saxon organisations published the //Handreiking Streektaalonderwijs met lesbrief// (English: Guidelines for regional language education with lesson plan), including example lessons for Drents in primary education (see [[drents_in_the_netherlands#Language learning materials and projects|Language learning materials and projects]]).
 ===== Legislation of language education =====
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 In primary education, the [[https://wetten.overheid.nl/BWBR0003420/2023-01-01/0|Wet op het primair onderwijs]] (English: Primary Education Act) states that, when 'a regional language which is in living use', this language can be also be used as the medium of instruction, besides Dutch ((Wet op het primair onderwijs [Eng: Primary Education Act]. (1981, July 2). [[https://wetten.overheid.nl/BWBR0003420/2023-01-01/0]].)). This allows for the use of Drents, as underlined by the Covenant on the Recognition by The Netherlands of the Low Saxon Regional Language.
-For primary education, attainment targets (Dutch: //kerndoelen//) for all schools have been established for the mandatory curriculum subjects on a national level since 1993. The current attainment targets (set in 2006) do not include targets for Low Saxon. The organisation //IJsselacademie// (a knowledge institute for regional history and Low Saxon language and culture) therefore, initiated the development of five attainment targets for Low Saxon education ((Huus van de Taol. (n.d.). //Kerndoelen Nedersaksisch// [Attainment Targets Low Saxon]. Huus van de Taol. Retrieved June 23, 2025, from [[https://huusvandetaol.nl/nl/kerndoelen-nedersaksisch/]].)). The five attainment targets for Low Saxon are based on sixteen attainment targets and five basic skills from the official attainment targets for e.g. Dutch, Frisian, English, and world orientation, and cover language attitudes, processing information, speaking skills & vocabulary, writing skills, and history ((Huus van de Taol. (n.d.). //Kerndoelen Nedersaksisch// [Attainment Targets Low Saxon]. Huus van de Taol. Retrieved June 23, 2025, from [[https://huusvandetaol.nl/nl/kerndoelen-nedersaksisch/]].)). New official and national attainment targets are in development and are expected to be adopted in August 2026 ((Rijksoverheid. (n.d.). //Vernieuwen curriculum primair onderwijs en voortgezet onderwijs// [Renewal curriculum primary education and secondary education]. Rijkoverheid. Retrieved 23 June, 2025, from [[https://www.rijksoverheid.nl/onderwerpen/toekomst-onderwijs/toekomstgericht-curriculum]].)). Drafts of these new attainment targets published in 2025 include sub-targets for Dutch lessons such as: 'to provide space for the various languages and language varieties of pupils'((SLO. (2025). //Functionele kerndoelen voor Nederlands en rekenen en wiskunde// [Functional attainment targets for Dutch, arithmetics and mathematics]. SLO. [[https://www.actualisatiekerndoelen.nl/updates/kerndoelen-nederlands-en-rekenen-en-wiskunde-gepubliceerd-3]]. original text in Dutch: 'ruimte bieden aan verschillende talen en taalvariëteiten van leerlingen.')). Though these attainment targets show more opportunities to include home languages and multilingualism, Low Saxon is not mentioned explicitly. For comparison, attainment targets for [[languages:frisian_in_the_netherlands|Frisian]] in primary education have been in place since 1993.
+Since 1993, attainment targets (Dutch: //kerndoelen//) for primary education have been established for the mandatory curriculum subjects on a national level. Low Saxon has not been mentioned explicitly (also see [[drents_in_the_netherlands#History of language education|History of language education]].
   * Secondary education (12-16/18 years)
 The //Wet op het voortgezet onderwijs// (English: Secondary Education Act) allows teachers and pupiles to deviate from Dutch as the language of instruction when the subject is about that language, or when it is necessary to do so for pupils because of their linguistic background ((Wet voortgezet onderwijs 2020, BWBR0044212 [Secondary Education Act of 2020]. (2020, September 30). Retrieved October 15, 2024, from [[https://wetten.overheid.nl/BWBR0044212/2024-01-01/0]].)).
-For the lower grades of secondary education, attainment targets (Dutch: //kerndoelen//) have been established for the mandatory curriculum subjects on a national level since 1993. The current attainment targets (set in 2006) do not include targets for Low Saxon. New attainment targets are in development and are expected to be adopted in August 2026 ((Rijksoverheid. (n.d.). //Vernieuwen curriculum primair onderwijs en voortgezet onderwijs// [Renewal curriculum primary education and secondary education]. Rijkoverheid. Retrieved 23 June, 2025, from [[https://www.rijksoverheid.nl/onderwerpen/toekomst-onderwijs/toekomstgericht-curriculum]].)). Drafts of the new attainment targets published in 2025 include similar sub-targets for Dutch lessons as primary education, such as: 'to provide space for the various languages and language varieties of pupils'((SLO. (2025, April 28). //Definitieve conceptkerndoelen Nederlands herziene versie 2025 inclusief toelichtingsdocument// [Final draft attainment targets Dutch revised version 2025 including explanatory document]. SLO. [[https://www.slo.nl/thema/meer/actualisatie-kerndoelen-examenprogramma/actualisatie-kerndoelen/definitieve-conceptkerndoelen-nederlands/@24174/definitieve-conceptkerndoelen-nederlands/]]. original text in Dutch: 'ruimte bieden aan verschillende talen en taalvariëteiten van leerlingen.')). These new attainment targets therefore show more opportunities to include home languages and multilingualism, but Low Saxon is not explicitly mentioned explicitly. For comparison, attainment targets for [[languages:frisian_in_the_netherlands|Frisian]] in secondary education have been in place since 2006.
+Since 1993, attainment targets (Dutch: //kerndoelen//) for the lower years of secondary education have been established for the mandatory curriculum subjects on a national level. Low Saxon has not been mentioned explicitly (also see [[drents_in_the_netherlands#History of language education|History of language education]].
   * Vocational education (≥ 16 years)
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   * [[https://ltnedersaksisch.nl/lesmateriaal/|Levende Talen Nedersaksisch]], a database where teaching materials for Low Saxon are collected. Drents materials are available with activities such as a debate, theatre, singing, writing, games, and a quiz.
   * [[https://buurenstreektaalonderwijs.com/|Bevordering Drents en Duits in het onderwijs]], a project to promote both Drents as well as the neighbouring language German in education in Drenthe. The project created a platform with multilingual CLIL (Content and Language Integrated Learning) activities, [[https://buurenstreektaalonderwijs.com/digi-nederlands/|Digi+]], which was later incorporated in Digitaol.
-  * [[https://digitaol.nl/|Digitaol]], a platform for years 3-4-5 (ages 6-9 year) with multilingual CLIL (Content and Language Integrated Learning) activities for Low saxon, including activities for Drents.
+  * [[https://digitaol.nl/|Digitaol]], a platform for years 3-4-5 (ages 6-9 year) with multilingual CLIL (Content and Language Integrated Learning) activities for Low Saxon, including activities for Drents.
+  * [[https://ltnedersaksisch.nl/handreiking-nedersaksisch-onderwijs/|Handreiking Streektaalonderwijs met lesbrief]] (Guidelines for regional language education with lesson plan). Low Saxon organisations //Centrum Groninger Taal & Cultuur, Erfgoedcentrum Achterhoek en Liemers/Veluws, Huus van de Taol//, and //Stellingwarver Schrieversronte// have published guidelines for regional language education in light of the new attainment targets and the advisory report from the Council on Education (See History of language education). With the guidelines, the four orgranisations aim to support teachers with background information and and practical tips to make Low Saxon, other regional languages, and home languages visible in education. An example lesson has been created for years 1-2-3, years 4-5-6, and years 7-8, for Drents, as well as [[gronings_in_the_netherlands|Gronings]], Stellingwerfs, Veluws, and Achterhoeks.
 === secondary education ===
@@ Line 218: / Line 223: @@
 ===== Education presence =====
-Drents is not a compulsory part of education nor does it have have a structural place  in education(e.g. ((Committee of Experts of the European Charter for Regional or Minority Language. (2022). //Seventh Evaluation Report on the Netherlands//. Council of Europe. [[https://rm.coe.int/netherlandsecrml7-en/1680aa8930]].))((Driessen, G. (2005). In Dutch? Usage of Dutch Regional Languages and Dialects. //Language, Culture and Curriculum,// 18:3, 271-285.))((Ministry of Interior Affairs and Kingdom Relations. (2021). //European Charter for Regional or Minority Languages: Seventh periodical report presented to the Secretary General of the Council of Europe in accordance with Article 15 of the Charter - Netherlands.// Council of Europe. [[https://rm.coe.int/netherlandspr7-en/1680a2abe8]].))). It is allowed to teach Drents and use it as language of instruction at pre-school, primary and (to a certain extent) secondary education (see the previous section on [[languages:drents_in_the_netherlands#Educational acts|Educational acts]]). The //Huus van de Taol// is the main provider for educational activities.
+Drents is not a compulsory part of education nor does it have have a structural place  in education(e.g. ((Committee of Experts of the European Charter for Regional or Minority Language. (2022). //Seventh Evaluation Report on the Netherlands//. Council of Europe. [[https://rm.coe.int/netherlandsecrml7-en/1680aa8930]].))((Driessen, G. (2005). In Dutch? Usage of Dutch Regional Languages and Dialects. //Language, Culture and Curriculum,// 18:3, 271-285.))((Ministry of Interior Affairs and Kingdom Relations. (2021). //European Charter for Regional or Minority Languages: Seventh periodical report presented to the Secretary General of the Council of Europe in accordance with Article 15 of the Charter - Netherlands.// Council of Europe. [[https://rm.coe.int/netherlandspr7-en/1680a2abe8]].))). Teachers are allowed to teach Drents and use it as language of instruction at pre-school, primary,  and, to a certain extent, secondary education (see the previous section on [[languages:drents_in_the_netherlands#Educational acts|Educational acts]]). The //Huus van de Taol// is the main provider for educational activities.
@@ Line 225: / Line 230: @@
 //Huus van de Taol// has developed a book called //Het Rollegie// for children at pre-school age, which is used by a few  pre-school centres(e.g. ((Huus van de Taol. (2017). //Jaorverslag van het Huus van de Taol - 2016 // [Annual report of the Huus van de Taol - 2016]. Huus van de Taol. [[https://huusvandetaol.nl/wp-content/uploads/2020/05/Jaorverslag_2016.pdf]].))((Huus van de Taol. (2022). //Jaorverslag van het Huus van de Taol - 2021// [Annual report of the Huus van de Taol - 2021]. Huus van de Taol. [[https://huusvandetaol.nl/wp-content/uploads/2022/08/Jaorverslag-2021-Huus-van-de-Taol.pdf]].))). Pedagogical employees are supposed to use this book accompanied with a hand puppet. This hand puppet is used to mark certain language use: when the hand puppet is awake, the teachers speak Drents, and when the puppet is asleep, the teachers speak Dutch.
-Since 2021, some locations also use //Wiesneus// ((Huus van de Taol. (2022). //Jaorverslag van het Huus van de Taol - 2021// [Annual report of the Huus van de Taol - 2021]. Huus van de Taol. [[https://huusvandetaol.nl/wp-content/uploads/2022/08/Jaorverslag-2021-Huus-van-de-Taol.pdf]].)). To increase its use, //Huus van de Taol// started a collaboration one of the umbrella organisations for pre-school centres and primary schools in Drenthe in 2022 ((Huus van de Taol. (2023). //Jaorverslag van het Huus van de Taol - 2022 // [Annual report of the Huus van de Taol - 2022]. Huus van de Taol. [[https://huusvandetaol.nl/wp-content/uploads/2024/07/Jaorverslag-2022-definitief-Huus-van-de-Taol.pdf]].)). In March 2023, several volunteers of //Huus van de Taol// visited pre-school centres to read to the children ((Huus van de Taol. (2024). //Jaorverslag van het Huus van de Taol - 2023// [Annual report of the Huus van de Taol - 2023]. Huus van de Taol. [[https://huusvandetaol.nl/wp-content/uploads/2024/07/Jaorverslag-2023-Huus-van-de-Taol-.pdf]].)).
+Since 2021, some locations also use //Wiesneus// ((Huus van de Taol. (2022). //Jaorverslag van het Huus van de Taol - 2021// [Annual report of the Huus van de Taol - 2021]. Huus van de Taol. [[https://huusvandetaol.nl/wp-content/uploads/2022/08/Jaorverslag-2021-Huus-van-de-Taol.pdf]].)). In 2022, a collaboration was started between //Huus vam de Taol// and one of the umbrella organisations for pre-school centres and primary schools in Drenthe to increase the use of Drents((Huus van de Taol. (2023). //Jaorverslag van het Huus van de Taol - 2022 // [Annual report of the Huus van de Taol - 2022]. Huus van de Taol. [[https://huusvandetaol.nl/wp-content/uploads/2024/07/Jaorverslag-2022-definitief-Huus-van-de-Taol.pdf]].)). In March 2023, several volunteers of //Huus van de Taol// visited pre-school centres to read to the children ((Huus van de Taol. (2024). //Jaorverslag van het Huus van de Taol - 2023// [Annual report of the Huus van de Taol - 2023]. Huus van de Taol. [[https://huusvandetaol.nl/wp-content/uploads/2024/07/Jaorverslag-2023-Huus-van-de-Taol-.pdf]].)).
 In annual reports, the //Huus van de Taol// has reported on various challenges, e.g.:
   * There is interest for Drents, but there is no structural place for the language in pre-school education locations ((Huus van de Taol. (2017). //Jaorverslag van het Huus van de Taol - 2016 // [Annual report of the Huus van de Taol - 2016]. Huus van de Taol. [[https://huusvandetaol.nl/wp-content/uploads/2020/05/Jaorverslag_2016.pdf]].))((Huus van de Taol. (2022). //Jaorverslag van het Huus van de Taol - 2021// [Annual report of the Huus van de Taol - 2021]. Huus van de Taol. [[https://huusvandetaol.nl/wp-content/uploads/2022/08/Jaorverslag-2021-Huus-van-de-Taol.pdf]].)).
-  * Though Drents language use is allowed in pre-school education, pre-school educational staff may face negative reactions nonetheless. In 2016, for example, a pre-school inspector forbade pedagogical employees to use Drents. At the time, //Huus van de Taol// unsuccessfully addressed this issue with the GGD, the organisation in charge of pre-school centres inspection ((Huus van de Taol. (2017). //Jaorverslag van het Huus van de Taol - 2016 // [Annual report of the Huus van de Taol - 2016]. Huus van de Taol. [[https://huusvandetaol.nl/wp-content/uploads/2020/05/Jaorverslag_2016.pdf]].)).
+  * Though Drents language use is allowed in pre-school education, pre-school educational staff may face negative reactions nonetheless. In 2016, for example, a pre-school inspector forbade pedagogical employees to use Drents. At the time, //Huus van de Taol// unsuccessfully addressed this issue with the //GGD//, the organisation in charge of pre-school centres inspection ((Huus van de Taol. (2017). //Jaorverslag van het Huus van de Taol - 2016 // [Annual report of the Huus van de Taol - 2016]. Huus van de Taol. [[https://huusvandetaol.nl/wp-content/uploads/2020/05/Jaorverslag_2016.pdf]].)).
 ====primary education====
@@ Line 238: / Line 243: @@
   * **Meertmaond streektaolmaond**
-Every year, March is celebrated as //meertmaond streektaolmaond// (English: March month, regional language month). Various activities are organised, including activities for primary education. The //Huus van de Taol// organises reading events for the //Veurleesproject// (English: reading aloud project), and publishes a new edition of the magazine //Wiesneus//.
+Every year, March is celebrated as //meertmaond streektaolmaond// (English: March month, regional language month). Various activities are organised, including activities for primary education. The //Huus van de Taol// organises reading events for the //Veurleesproject// (English: Reading aloud project), and publishes a new edition of the magazine //Wiesneus//.
   * **Wiesneus**
-Every March, a new Drents edition of //Wiesneus// is published and handed out at primary schools by volunteers. This magazine has e.g. stories, songs, poems, and puzzles. Teachers are supported with instructions and activity ideas to use the magazine in class, as well as with the //Wiesneus// website which includes online activities, sorted per age group and per theme. The //Wiesneus// magazine is sent to all primary schools in Drenthe and reaches around 55,000-59,000 children ((Huus van de Taol. (2024). //Jaorverslag van het Huus van de Taol - 2023// [Annual report of the Huus van de Taol - 2023]. Huus van de Taol. [[https://huusvandetaol.nl/wp-content/uploads/2024/07/Jaorverslag-2023-Huus-van-de-Taol-.pdf]].))((Huus van de Taol. (2020). //Jaorverslag van het Huus van de Taol - 2019// [Annual report of the Huus van de Taol - 2019]. Huus van de Taol. [[https://huusvandetaol.nl/wp-content/uploads/2020/05/Jaorverslag-2019-Huus-van-de-Taol.pdf]].)).
+Every March, a new Drents edition of //Wiesneus// is published and handed out at primary schools by volunteers. This magazine has e.g. stories, songs, poems, and puzzles. Teachers are supported with instructions and activity ideas to use the magazine in class, and with an associate website which includes online activities, sorted per age group and per theme. The //Wiesneus// magazine is sent to all primary schools in Drenthe and reaches around 55,000-59,000 children ((Huus van de Taol. (2024). //Jaorverslag van het Huus van de Taol - 2023// [Annual report of the Huus van de Taol - 2023]. Huus van de Taol. [[https://huusvandetaol.nl/wp-content/uploads/2024/07/Jaorverslag-2023-Huus-van-de-Taol-.pdf]].))((Huus van de Taol. (2020). //Jaorverslag van het Huus van de Taol - 2019// [Annual report of the Huus van de Taol - 2019]. Huus van de Taol. [[https://huusvandetaol.nl/wp-content/uploads/2020/05/Jaorverslag-2019-Huus-van-de-Taol.pdf]].)).
   * **Veurleesproject**
-In March, volunteers visit schools to read aloud and to hand out the //Wiesneus// magazines to pupils. These volunteers read to around 20,000-25,000 children, and the //Wiesneus// magazine reaches around 55,000-59,000 children((Huus van de Taol. (2024). //Jaorverslag van het Huus van de Taol - 2023// [Annual report of the Huus van de Taol - 2023]. Huus van de Taol. [[https://huusvandetaol.nl/wp-content/uploads/2024/07/Jaorverslag-2023-Huus-van-de-Taol-.pdf]].))((Huus van de Taol. (2020). //Jaorverslag van het Huus van de Taol - 2019// [Annual report of the Huus van de Taol - 2019]. Huus van de Taol. [[https://huusvandetaol.nl/wp-content/uploads/2020/05/Jaorverslag-2019-Huus-van-de-Taol.pdf]].)).
+In March, volunteers visit schools to read aloud and to hand out the //Wiesneus// magazines to pupils. These volunteers read to around 20,000-25,000 children((Huus van de Taol. (2024). //Jaorverslag van het Huus van de Taol - 2023// [Annual report of the Huus van de Taol - 2023]. Huus van de Taol. [[https://huusvandetaol.nl/wp-content/uploads/2024/07/Jaorverslag-2023-Huus-van-de-Taol-.pdf]].))((Huus van de Taol. (2020). //Jaorverslag van het Huus van de Taol - 2019// [Annual report of the Huus van de Taol - 2019]. Huus van de Taol. [[https://huusvandetaol.nl/wp-content/uploads/2020/05/Jaorverslag-2019-Huus-van-de-Taol.pdf]].)).
   * **Bevordering Drents en Duits in het onderwijs**
-The educational project //Bevordering Drents en Duits in het onderwijs// (English: the promotion of Drents and German in education) ran from 2015-2023 (later called //Versterking Drents en Duits in het onderwijs//; English: the reinforcement of Drents and German in education). The project used CLIL (Content and Language Integrated Learning) as a methodology to promote both Drents as well as the neighouring language German in education in Drenthe. It created a platform with multilingual activities, Digi+, for teachers, as well as a lesson plan for a multilingual day in class. Digi+ was incorporated into [[https://digitaol.nl/|Digitaol]] afterwards.
+The educational project //Bevordering Drents en Duits in het onderwijs// (English: The promotion of Drents and German in education) ran from 2015-2023 (later called //Versterking Drents en Duits in het onderwijs//; English: The reinforcement of Drents and German in education). The project used CLIL (Content and Language Integrated Learning) as a methodology to promote both Drents as well as the neighouring language German in education in Drenthe. It created a platform with multilingual activities, Digi+, for teachers, as well as a lesson plan for a multilingual day in class. Digi+ was incorporated into [[https://digitaol.nl/|Digitaol]] afterwards.
   * **Leskist ‘Speulenderwies’**
 //Huus van de Taol// can provide schools with a //Leskist ‘Speulenderwies’// (English: A playful lessons' box), which schools can borrow for a month. The box includes e.g. a memory game, a quiz, a game about Drenthe, folk tales, and cards with the four seasons in Drents. The number of requests for the Leskist has declined, most likely due to the online availablity of materials on the Wiesneus website((Huus van de Taol. (2020). //Jaorverslag van het Huus van de Taol - 2019// [Annual report of the Huus van de Taol - 2019]. Huus van de Taol. [[https://huusvandetaol.nl/wp-content/uploads/2020/05/Jaorverslag-2019-Huus-van-de-Taol.pdf]].)).
-For primary eduction, there are challenges, e.g.:
+For primary education, there are challenges, e.g.:
   * Though the supply of teaching materials is steadily increasing, more materials are needed ((Huus van de Taol. (2024). //Jaorverslag van het Huus van de Taol - 2023// [Annual report of the Huus van de Taol - 2023]. Huus van de Taol. [[https://huusvandetaol.nl/wp-content/uploads/2024/07/Jaorverslag-2023-Huus-van-de-Taol-.pdf]].))
-  * Educational activities often rely on volunteers. This can lead to extra challenges. For example, during the Covid-pandemic, almost all school visits were cancelled((Huus van de Taol. (2022). //Jaorverslag van het Huus van de Taol - 2021// [Annual report of the Huus van de Taol - 2021]. Huus van de Taol. [[https://huusvandetaol.nl/wp-content/uploads/2022/08/Jaorverslag-2021-Huus-van-de-Taol.pdf]].)).
+  * Educational activities often rely on volunteers. This can lead to extra challenges. For example, during the Covid-pandemic, schools had to close and limit access for visitors when they were open. As such, almost all school visits from //Huus van de Taol// were cancelled((Huus van de Taol. (2022). //Jaorverslag van het Huus van de Taol - 2021// [Annual report of the Huus van de Taol - 2021]. Huus van de Taol. [[https://huusvandetaol.nl/wp-content/uploads/2022/08/Jaorverslag-2021-Huus-van-de-Taol.pdf]].)).
 ====secondary and vocational education====
@@ Line 269: / Line 273: @@
 ====teacher education====
-The department for primary teacher training (Dutch: pabo) of NHL Stenden Hogeschool in Emmen offers Drents courses as part of the curriculum, in collaboration with Huus van de Taol. As a set course assignment, students are tasked to create Drents teaching materials((Levende Talen Nedersaksisch. (n.d.). //Nedersaksisch in het onderwijs// [Low Saxon in education]. Levende Talen Nedersaksisch. Retrieved June 23, 2025, from [[https://ltnedersaksisch.nl/onderwijs/]].))((Huus van de Taol. (2024). //Jaorverslag van het Huus van de Taol - 2023// [Annual report of the Huus van de Taol - 2023]. Huus van de Taol. [[https://huusvandetaol.nl/wp-content/uploads/2024/07/Jaorverslag-2023-Huus-van-de-Taol-.pdf]].)).
+The department for primary teacher training (Dutch: pabo) of NHL Stenden Hogeschool in Emmen offers Drents courses as part of the curriculum, in cooperation with Huus van de Taol. As a set course assignment, students are tasked to create Drents teaching materials((Levende Talen Nedersaksisch. (n.d.). //Nedersaksisch in het onderwijs// [Low Saxon in education]. Levende Talen Nedersaksisch. Retrieved June 23, 2025, from [[https://ltnedersaksisch.nl/onderwijs/]].))((Huus van de Taol. (2024). //Jaorverslag van het Huus van de Taol - 2023// [Annual report of the Huus van de Taol - 2023]. Huus van de Taol. [[https://huusvandetaol.nl/wp-content/uploads/2024/07/Jaorverslag-2023-Huus-van-de-Taol-.pdf]].)).
 ====higher education====