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--- languages:dutch_sign_language_in_nl [2020/07/01 13:55]
ydwine [Schools for deaf pupils:]
+++ languages:dutch_sign_language_in_nl [2020/10/05 15:12]
ydwine [Legislation of language education]
@@ Line 8: / Line 8: @@
 ==== Language vitality according to: ====
-^ [[http://www.unesco.org/languages-atlas/|UNESCO]] ^ [[https://www.ethnologue.com/language/dse|Ethnologue]] ^ [[http://www.endangeredlanguages.com/lang/7354|Endangered Languages]] ^
+^ [[http://www.unesco.org/languages-atlas/|UNESCO]] ^ [[https://www.ethnologue.com/language/dse|Ethnologue]] ^ [[http://www.endangeredlanguages.com/lang/7354|Endangered Languages]] ^  [[https://glottolog.org/resource/languoid/id/dutc1253|Glottolog]]  ^
-| - | {{:endangerment:blue.png?nolink|Developing}} | {{:endangerment:orange.png?nolink|Vunerable}} |
+|  -  |  {{:endangerment:blue.png?nolink|Developing}}  |  {{:endangerment:orange.png?nolink|Vunerable}}  |  {{:endangerment:yellow.png?nolink|Threatened}}  |
 ==== Linguistic aspects: =====
   * Classification: Sign Language → French Sign Language family. For more information, see [[http://glottolog.org/resource/languoid/id/dutc1253|dutc1253]] at [[http://glottolog.org/|Glottolog]]
@@ Line 46: / Line 46: @@
 The European Union has recognized sign languages as languages in 1988 and advised the member states to officially recognize sign languages ((Schermer, T. (2012). Sign Language Planning in the Netherlands between 1980 and 2010. Sign Language Studies, 12:4, 467-493.)). Since 2003 sign languages are recognized as minority languages in the European Union.
-Dutch Sign Language is not recognized by the government of the Netherlands((Schermer, T. (2012). Sign Language Planning in the Netherlands between 1980 and 2010. Sign Language Studies, 12:4, 467-493.)) (([[https://www.ethnologue.com/language/dse|Dutch Sign Language at Ethnologue]])). In 1997, the government stated that a standardized lexicon was a condition to recognize NGT. This basic lexicon was developed((Schermer, T. (2012). Sign Language Planning in the Netherlands between 1980 and 2010. Sign Language Studies, 12:4, 467-493.)), but legal recognition has not happened. A private member's bill to recognize NGT legally is currently in progress (([[https://www.dovenschap.nl/doven-blij-wetsvoorstel-erkenning-nederlandse-gebarentaal/|Doven blij met wetsvoorstel erkenning Nederlandse Gebarentaal, article in Dovenschap]])).
+In 1997, the government stated that a standardized lexicon was a condition to recognize NGT. This basic lexicon was developed((Schermer, T. (2012). Sign Language Planning in the Netherlands between 1980 and 2010. Sign Language Studies, 12:4, 467-493.)) After years of seeking recognition, the language was legally recognized as official language by the Dutch Parliament in September 2020 ((Parlementaire Monitor (2020). //Stemmingen in verband met het Voorstel van wet van de leden Kuiken, Dik-Faber en Van Eijs ter erkenning van de Nederlandse gebarentaal (Wet erkenning Nederlandse gebarentaal)(34562).// Retrieved from [[ https://www.parlementairemonitor.nl/9353000/1/j9vvij5epmj1ey0/vlcasv2jyxwm#p3]] ((Nederlands Gebarencentrum (2020). //Erkenning van NGT.// [[https://www.gebarencentrum.nl/erkenning]].)), which will have to pass the Senate in October 2020.
-Despite the lack of official legal recognition, there are a few implicit legal recognitions((Schermer, T. (2012). Sign Language Planning in the Netherlands between 1980 and 2010. Sign Language Studies, 12:4, 467-493.))((Schermer, T., Vermeerbergen, M. (2004). Nederlandse Gebarentaal en Vlaamse Gebarentaal: zussen of verre nichtjes? Ons Erfdeel, 47:4, 569-575.)). For example, there is a right to education in NGT and to have sign interpreters, and organizations that do research on NGT receive subsidy. The establishment of bachelor's-degree programs in NGT teacher and interpreter training(([[https://www.studiekeuze.hu.nl/opleidingen/Leraar-Nederlandse-Gebarentaal-Tolk-NGT?_ga=2.260691343.305129541.1496066849-261961291.1495361723|Website Hogeschool Utrecht, become an interpreter]])) can also be seen as a form of recognition.
+Before this official legal recognition, there were a few implicit legal recognitions((Schermer, T. (2012). Sign Language Planning in the Netherlands between 1980 and 2010. Sign Language Studies, 12:4, 467-493.))((Schermer, T., Vermeerbergen, M. (2004). Nederlandse Gebarentaal en Vlaamse Gebarentaal: zussen of verre nichtjes? Ons Erfdeel, 47:4, 569-575.)). For example, there is a right to education in NGT and to have sign interpreters, and organizations that do research on NGT receive subsidy. Moreover, there is the establishment of bachelor's-degree programs in NGT teacher and interpreter training(([[https://www.studiekeuze.hu.nl/opleidingen/Leraar-Nederlandse-Gebarentaal-Tolk-NGT?_ga=2.260691343.305129541.1496066849-261961291.1495361723|Website Hogeschool Utrecht, become an interpreter]])).
 ===== Bodies controlling enforcement of educational laws: =====
@@ Line 64: / Line 64: @@
 Since 2014, The Netherlands has a so-called //law for fitted education// (wet passend onderwijs), which has the motto "regular where possible, special when needed" ("Regulier als het kan, speciaal als het moet") ((De Boer, A. A., Van der Worp, A. J. (2016). //De impact van passend onderwijs op het SO/SBO en het VSO//. Nationaal Regieorgaan Onderwijsonderzoek. [[https://www.nro.nl/wp-content/uploads/2016/12/De-impact-van-passend-onderwijs-op-het-SO-SBO-en-het-VSO.pdf]].)). For pupils with hearing problems, this means a Committee of Research will decide, with the advice of school and parents, in which form of education the child will be placed, and for how long.((Kentalis (n.d.). //Aanmelden onderwijs.// Koninklijke Kentalis. [[https://www.kentalis.nl/aanmelden-onderwijs]].)) There are three options: light, medium and intensive:((Kentalis (n.d.). //Aanmelden onderwijs.// Koninklijke Kentalis. [[https://www.kentalis.nl/aanmelden-onderwijs]].))
-  * light: \\ Pupils attend a regular school with a special needs assistant;((Kentalis (n.d.). //Aanmelden onderwijs.// Koninklijke Kentalis. [[https://www.kentalis.nl/aanmelden-onderwijs]].))
+  * Light: \\ Pupils attend a regular school with a special needs assistant;((Kentalis (n.d.). //Aanmelden onderwijs.// Koninklijke Kentalis. [[https://www.kentalis.nl/aanmelden-onderwijs]].))
-  * medium: \\ Pupils attend a regular school with a special needs unit, and where more children with hearing issues come together (minimum of 8-10 children on average);((Kentalis (n.d.). //School-in-school & mediumsetting.// Koninklijke Kentalis. [[https://www.kentalis.nl/over-kentalis/onderwijs-bij-kentalis/school-school-mediumsetting]].))
+  * Medium: \\ Pupils attend a regular school with a special needs unit, and where more children with hearing issues come together (minimum of 8-10 children on average);((Kentalis (n.d.). //School-in-school & mediumsetting.// Koninklijke Kentalis. [[https://www.kentalis.nl/over-kentalis/onderwijs-bij-kentalis/school-school-mediumsetting]].))
-  * intensive: \\ Pupils attend a school specialised in their needs. This can be a school for the Deaf or a so-called "school in school", where a small school for the Deaf is placed within a regular school. ((Kentalis (n.d.). //Aanmelden onderwijs.// Koninklijke Kentalis. [[https://www.kentalis.nl/aanmelden-onderwijs]].))((Kentalis (n.d.). //School-in-school & mediumsetting.// Koninklijke Kentalis. [[https://www.kentalis.nl/over-kentalis/onderwijs-bij-kentalis/school-school-mediumsetting]].))
+  * Intensive: \\ Pupils attend a school specialised in their needs. This can be a school for the Deaf or a so-called "school in school", where a small school for the Deaf is placed within a regular school. ((Kentalis (n.d.). //Aanmelden onderwijs.// Koninklijke Kentalis. [[https://www.kentalis.nl/aanmelden-onderwijs]].))((Kentalis (n.d.). //School-in-school & mediumsetting.// Koninklijke Kentalis. [[https://www.kentalis.nl/over-kentalis/onderwijs-bij-kentalis/school-school-mediumsetting]].))
 ==== Schools for deaf pupils ====
-There are five schools for the Deaf in the Netherlands:
+There are several schools for the Deaf in the Netherlands:
   * The Institute for the Deaf in 's-Hertogenbosch, the deaf school with the history of the strictest oral policy, started implementing NGT in education in 1997. It currently provides primary and secondary education,
   * The Rudolf Mees Institute in Rotterdam started bilingual projects and teamteaching in 1991. The first grades are bilingual, while the higher grades focus more on NGT,
   * The J.C. Ammanschool in Amsterdam provides primary and secondary education. It applies teamteaching and teaches subjects in both Dutch and NGT. They focus on the content and communication instead of the specific language and have developed their own colour system for writing in Dutch.
-  * The Guyot Institute for the Deaf in Groningen provides primary and secondary education for deaf and hearing impaired children. It was the first to adopt a bilingual policy and hired more deaf signers as teachers and other personnel. From the beginning of the curriculum, mostly NGT is used and teamteaching is applied here as well. The school also offers accomodation for pupils who live too far away to commute evry day. Due to educational reform which aims to place all students in regular schools, the Dutch State has decided to close this accomodation as soon as it is no longer needed ((Doof. (2015, December 15). //Doveninternaat Haren dicht//. [[https://www.doof.nl/algemeen/doveninternaat-haren-dicht-29422/]].))
+  * The Guyot Institute for the Deaf in Groningen provides primary and secondary education for deaf and hearing impaired children. It was the first to adopt a bilingual policy and hired more deaf signers as teachers and other personnel. It is the only one that offers bilingual secondary education at HAVO level (higher general secondary education) in the Netherlands. From the beginning of the curriculum, mostly NGT is used and teamteaching is applied here as well. The school also offers accomodation for pupils who live too far away to commute every day. In 2015, due to  the [[languages:dutch_sign_language_in_nl#Education|educational reform]] which aims to place all students in regular schools, the Dutch State wanted to close this accomodation, as it was not seen as an essential expense for education ((Doof. (2015, December 15). //Doveninternaat Haren dicht//. [[https://www.doof.nl/algemeen/doveninternaat-haren-dicht-29422/]].))((NOS. (2016, February 10). //Dekker blijft bij sluiting doveninternaat//. [[https://nos.nl/artikel/2085965-dekker-blijft-bij-sluiting-doveninternaat.html]].)), however, this was rejected by a motion in the  Dutch Parliament in 2016.((RTV Noord (February 18, 2016). //Doveninternaat in Haren blijft open .// [[https://www.rtvnoord.nl/nieuws/159749/Doveninternaat-in-Haren-blijft-open]].))
   * The Institute for the Deaf Effatha in The Hague provides provide primary, secondary, and adult education. It already establishes a basis for bilingualism in preschool. The first grades are bilingual, and the pupils learn Dutch using their first language, NGT((Soeters, M. (1999). Gebaren uit de doofpot. Studie naar doven, tweetaligheid en de ontwikkeling van toetsmateriaal in de Nederlandse Gebarentaal. Retrieved from: [[http://arno.uvt.nl/show.cgi?fid=89473]]))((Schermer, T. (2012). Sign Language Planning in the Netherlands between 1980 and 2010. Sign Language Studies, 12:4, 467-493.)).
+[[https://simea.nl/homepage|Siméa]] is the umbrella organisation for the four educational organisations for //cluster 2 schools,// wich are schools specialised for pupils who have a linguistic development disorder, who are hearing impaired or deaf.
 ==== Outcomes of education: ====

Minority languages

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