languages:dutch_sign_language_in_nl
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languages:dutch_sign_language_in_nl [2020/07/01 13:58] – [Schools for deaf pupils] ydwine | languages:dutch_sign_language_in_nl [2020/10/05 15:12] – [Legislation of language education] ydwine | ||
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==== Language vitality according to: ==== | ==== Language vitality according to: ==== | ||
- | ^ [[http:// | + | ^ [[http:// |
- | | - | {{: | + | | - | {{: |
==== Linguistic aspects: ===== | ==== Linguistic aspects: ===== | ||
* Classification: | * Classification: | ||
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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. | 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, | + | In 1997, the government stated that a standardized lexicon was a condition to recognize NGT. This basic lexicon was developed((Schermer, |
- | Despite the lack of official legal recognition, | + | Before this official legal recognition, |
===== Bodies controlling enforcement of educational laws: ===== | ===== Bodies controlling enforcement of educational laws: ===== | ||
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Since 2014, The Netherlands has a so-called //law for fitted education// (wet passend onderwijs), which has the motto " | Since 2014, The Netherlands has a so-called //law for fitted education// (wet passend onderwijs), which has the motto " | ||
- | * light: \\ Pupils attend a regular school with a special needs assistant; | + | * Light: \\ Pupils attend a regular school with a special needs assistant; |
- | * 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); | + | * 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); |
- | * intensive: \\ Pupils attend a school specialised in their needs. This can be a school for the Deaf or a so-called " | + | * Intensive: \\ Pupils attend a school specialised in their needs. This can be a school for the Deaf or a so-called " |
==== Schools for deaf pupils ==== | ==== Schools for deaf pupils ==== | ||
- | There are five schools for the Deaf in the Netherlands: | + | There are several |
* The Institute for the Deaf in ' | * The Institute for the Deaf in ' | ||
* 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 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 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 | + | * 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 |
* 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, | * 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, | ||
+ | [[https:// | ||
==== Outcomes of education: ==== | ==== Outcomes of education: ==== |
languages/dutch_sign_language_in_nl.txt · Last modified: 2021/05/25 17:07 by ydwine