Differences

This shows you the differences between two versions of the page.

--- languages:frisian_in_the_netherlands [2025/07/16 08:36] – [Mercator's Regional Dossier] ydwine
+++ languages:frisian_in_the_netherlands [2025/07/16 12:32] (current) – [Speaker numbers] ydwine
@@ Line 1: / Line 1: @@
 ====== Frisian in the Netherlands ======
+[[https://www.mercator-research.eu/en/regional-dossiers/frisian-netherlands/|{{:images:dossier.png?nolink&30|}}]]
+<sub>There is also a [[https://www.mercator-research.eu/en/regional-dossiers/frisian-netherlands/|Regional Dossier]] (2024) on the Frisian language in education in the Netherlands.</sub>
 ==== Language designations: ====
   * In the language itself: Frysk
@@ Line 68: / Line 70: @@
 ^survey ^Can understand ^ Can speak ^ Can read ^ Can write ^
-| 2015((Provinsje Fryslân. (2015). //Fryske Taalatlas 2015//[Frisian Language Atlas 2015]. Provinsje Fryslân.[[http://afuk.frl/wp-content/uploads/2017/10/012015-taalatlas-frysk-1e-druk.pdf]]))| 94% | 67% | 52% | 15%|
+| 2015((Provinsje Fryslân. (2015). //Fryske Taalatlas 2015//[Frisian Language Atlas 2015]. Provinsje Fryslân.[[http://afuk.frl/wp-content/uploads/2017/10/012015-taalatlas-frysk-1e-druk.pdf]]))| 94%* | 67% | 52% | 15%|
 | 2018((Klinkenberg, E. L., Stefan, M. H., & Jonkman, R. J. (2018). //Taal yn Fryslân. De folgjende generaasje //[Language in Friesland. The next generation]. Provinsje Fryslân. [[https://pure.knaw.nl/portal/nl/publications/taal-yn-frysl%C3%A2n-de-folgjende-generaasje-2018]].)) | 89% | 69% | 58% | 18% |
-| 2020((Provinsje Fryslân. (2020). //Fryske Taalatlas 2020// [Frisian Language Atlas 2020]. Provinsje Fryslân.[[https://www.fryslan.frl/_flysystem/media/Fryske%20Taalatlas%202020%20%28Nederlands%29.pdf]])) | 93% | 64% | 52% | 16% |
+| 2020((Provinsje Fryslân. (2020). //Fryske Taalatlas 2020// [Frisian Language Atlas 2020]. Provinsje Fryslân.[[https://www.fryslan.frl/_flysystem/media/Fryske%20Taalatlas%202020%20%28Nederlands%29.pdf]])) | 84% | 64% | 52% | 16% |
-<sup>Table 1. People in Fryslân (in %) who mark their Frisian language skills to be good or very good</sup>
+<sup>Table 1. People in Fryslân (in %) who mark their Frisian language skills to be good or very good. *this percentage also includes the people who indicated to understand the language reasonably well, .</sup>
@@ Line 162: / Line 164: @@
 Frisian language teachers can attend in-service training and support or advise via e.g. educational support centre Cedin, NHL Stenden NHL Stenden University of Applied Sciences, or the Frisian language teacher interest group [[https://levendetalen.nl/talensecties/sectie-fries/|Levende Talen]].
+==== Learning materials ====
+There are many teaching materials for various education levels, from pre-school education to higher education. Most learning materials for primary and secondary education are commissioned and subsidised by the provincial government of Fryslân. The past few years digital materials have been developed as well. Materials are mainly being developed mainly by [[http://afuk.frl/|Afûk]] and [[https://www.cedin.nl/|Cedin]]. Many materials are collected in the database of //[[https://taalplan.frl/oanbod/|Taalplan Frysk]]//, which can be sorted into educational levels.
+Reading in Frisian is promoted via e.g. the //[[https://berneboekeambassadeur.frl/|Berneboeke-ambassadeur]]//, an ambassador for children books who visits schools, the //Fryske berneboekewike// (week of the Frisian children's books), and/or the //[[https://lesmarfoar.frl/|lês-mar-foar-wiken]]// (read aloud weeks) every September.
+===pre-school education===
+The [[http://www.tomke.nl/|Tomke-project]], set up in 1996 by several institutes, is a popular resource for Frisian, and includes stories, rhymes, songs, and games for preschoolers. All concern a Frisian preschooler named Tomke. A questionnaire (November 2013 - March 2014) among preschool group leaders revealed that 81% used materials from the Tomke project on a daily basis ((Varkevisser, N. (2014). //Tomke inventarisatie-onderzoek// [survey regarding Tomke]. Afûk. [[https://backend.tomke.nl/storage/file/rapport-tomke-inventarisatie-onderzoek-2014.pdf]].))
+===primary education===
+For primary education, there is the digital Frisian learning method //Spoar 8// (track 8), which is used by the majority of primary schools((Varkevisser, N. A., Visser, F., Walsweer, A. (2023). //It is mei sizzen net te dwaan: 1-mjitting primêr ûnderwiis// [Less talk, more action: 1-measurement primary education]. Provinsje Fryslân.)). It has learning activities (e.g. thematic lessons, projects, reading activities) for all primary school years.
+//[[https://keimpe.frl/|Keimpe de Krokodil]]// (Keimpe the crocodile) promotes reading among primary school children aged 4-8 years. Activities are included in //Spoar 8.//
+===secondary education===
+For secondary education, there is also a digital Frisian learning method, //Searje 36// (Series 36). It has many resources for the first year, but also has activities for the higher years (including the final, exam classes), which is used by the majority of secondary schools which teach Frisian ((Varkevisser, N. A., Visser, F., Walsweer, A., Sjoerdstra, W.(2023). //It is mei sizzen net te dwaan: 1-mjitting fuortset ûnderwiis// [Less talk, more action: 1-measurement secondar education]. Provinsje Fryslân.)).
+===vocational education===
+The project //wy binne mbu// is the main initiator for the development of Frisian teaching materials for vocational education. These include multilingual reading materials, //[[https://wybinnembu.frl/lesmateriaal/bookzines/|bookzines]]//, practical assignments, and language learning activities.
+===adult education===
+There are various course books, developed by the Afûk, for adult education.
 ==== Inspection of compliance with educational legislation ====
@@ Line 193: / Line 221: @@
 | 46 | F | writing, reading, language perception, speaking, listening |
 | 21 | G | everything* |
-<sub>Table 2. An overview of primary schools, and the given profiles to reflect the implemented attainment targets (p.36)((Varkevisser, N.A. & Waslweer, A. //It is mei sizzen net te dwaan: rapport Taalplan Frysk//. Provinsje Fryslân. [[https://taalplan.frl/wp-content/uploads/2023/01/Rapport-I-tis-mei-sizzen-net-te-dwaan-Taalplan-Frysk-2030-FRL.pdf]].)). </sub>\\
+<sub>Table 2. An overview of primary schools in 2018, and the given profiles to reflect the implemented attainment targets (p.36)((Varkevisser, N.A. & Waslweer, A. //It is mei sizzen net te dwaan: rapport Taalplan Frysk//. Provinsje Fryslân. [[https://taalplan.frl/wp-content/uploads/2023/01/Rapport-I-tis-mei-sizzen-net-te-dwaan-Taalplan-Frysk-2030-FRL.pdf]].)). </sub>\\
 <sub>* These are mostly the schools outside of the Frisian language area: the Wadden Islands and the Stellingwerven</sub>
@@ Line 208: / Line 236: @@
 ==== Secondary education ====
-Table 3 shows an overview of the secondary schools (N=71) in Fryslân in 2018, and the exemptions for attainment targets given by the Province, with profile A reflecting a school without any exemptions, and profile D with exemptions for all attainment targets((Varkevisser, N.A. & Waslweer, A. //It is mei sizzen net te dwaan: rapport Taalplan Frysk//. Provinsje Fryslân. [[https://taalplan.frl/wp-content/uploads/2023/01/Rapport-I-tis-mei-sizzen-net-te-dwaan-Taalplan-Frysk-2030-FRL.pdf]].))((Inspectie van het Onderwijs. (2019).  //Sizzen is neat, mar dwaan is in ding: Fries in het primair en voortgezet onderwijs.// [Less talk, more action: Frisian in primary and secondary education]. [[https://www.onderwijsinspectie.nl/documenten/themarapporten/2019/12/05/fries-in-het-primair-en-voortgezet-onderwijs]].)).
+Table 3 shows an overview of the secondary schools (N=71) in Fryslân in 2018, and the exemptions for attainment targets given by the Province, with profile A reflecting a school without any exemptions, and profile D with exemptions for all attainment targets((Varkevisser, N.A. & Walsweer, A. //It is mei sizzen net te dwaan: rapport Taalplan Frysk// [Less talk, more action:report language Plan Frisian]. Provinsje Fryslân. [[https://taalplan.frl/wp-content/uploads/2023/01/Rapport-I-tis-mei-sizzen-net-te-dwaan-Taalplan-Frysk-2030-FRL.pdf]].))((Inspectie van het Onderwijs. (2019).  //Sizzen is neat, mar dwaan is in ding: Fries in het primair en voortgezet onderwijs.// [Less talk, more action: Frisian in primary and secondary education]. [[https://www.onderwijsinspectie.nl/documenten/themarapporten/2019/12/05/fries-in-het-primair-en-voortgezet-onderwijs]].)).
 ^ schools ^ language profile ^
@@ Line 217: / Line 245: @@
 | 5 | D |
-<sub>Table 3. An overview of seconadry schools, and the given profiles to reflect the implemented attainment targets (p.166)((Varkevisser, N.A. & Waslweer, A. //It is mei sizzen net te dwaan: rapport Taalplan Frysk//. Provinsje Fryslân. [[https://taalplan.frl/wp-content/uploads/2023/01/Rapport-I-tis-mei-sizzen-net-te-dwaan-Taalplan-Frysk-2030-FRL.pdf]].)). </sub>\\
+<sub>Table 3. An overview of seconadry schools in 2018, and the given profiles to reflect the implemented attainment targets (p.166)((Varkevisser, N.A. & Walsweer, A. //It is mei sizzen net te dwaan: rapport Taalplan Frysk// [Less talk, more action:report language Plan Frisian]. Provinsje Fryslân. [[https://taalplan.frl/wp-content/uploads/2023/01/Rapport-I-tis-mei-sizzen-net-te-dwaan-Taalplan-Frysk-2030-FRL.pdf]].)). </sub>\\
 <sub>* These are schools outside of the Frisian language area: the Wadden Islands and the Stellingwerven</sub>
@@ Line 224: / Line 252: @@
 According to the report of the Inespectorate (2019), 22% of the teachers had no qualification to teach Frisian ((Inspectie van het Onderwijs. (2019).  //Sizzen is neat, mar dwaan is in ding: Fries in het primair en voortgezet onderwijs.// [Less talk, more action: Frisian in primary and secondary education]. [[https://www.onderwijsinspectie.nl/documenten/themarapporten/2019/12/05/fries-in-het-primair-en-voortgezet-onderwijs]].)).
-=== Trilingual primary education ===
+=== Trilingual secondary education ===
-In 2018, six secondary schools offered trilingual education((Varkevisser, N.A. & Waslweer, A. //It is mei sizzen net te dwaan: rapport Taalplan Frysk//. Provinsje Fryslân. [[https://taalplan.frl/wp-content/uploads/2023/01/Rapport-I-tis-mei-sizzen-net-te-dwaan-Taalplan-Frysk-2030-FRL.pdf]].).
+In 2018, six secondary schools offered trilingual education((Varkevisser, N.A. & Walsweer, A. //It is mei sizzen net te dwaan: rapport Taalplan Frysk// [Less talk, more action:report language Plan Frisian]. Provinsje Fryslân. [[https://taalplan.frl/wp-content/uploads/2023/01/Rapport-I-tis-mei-sizzen-net-te-dwaan-Taalplan-Frysk-2030-FRL.pdf]].)). In 2021, there were five secondary schools with multilingual education, under the new concept of //Taalryk// (rich in language)((Varkevisser, N.A., Visser, F., Walsweer, A. & Sjoerdstra, W. (2023). //It is mei sizzen net te dwaan: 1-mjitting fuortset ûnderwiis// [Less talk, more action: 1-measurement secondary education]. Provinsje Fryslân.)).
-==== Learning materials ====
-The [[http://www.tomke.nl/|Tomke-project]], set up in 1996 by several institutes, includes stories, rhymes, songs, and games for preschoolers. All concern a Frisian preschooler named Tomke. A questionnaire from November 2013 among preschool group leaders revealed that 81% used materials from the Tomke project on a daily basis ((Varkevisser, Nynke, ‘[[http://tomke.nl/media/userfiles/files/Rapport%20Tomke%20inventarisatie%20onderzoek%202014.pdf|Tomke inventarisatie-onderzoek]]’ (Afûk, 2014) )).
-Learning materials for primary and seconday education are commissioned and subsidized by the Province of Fryslân. The past few years digital materials have been developed. All materials are mainly being developed mainly by [[http://afuk.frl/|Afûk]] and [[https://www.cedin.nl/|Cedin]] ((Retrieved from the [[https://www.fryslan.frl/over-de-provincie/onderwijs_41999/|Province of Fryslân website]])).
+==== Vocational education ====
-==== Vocational education ====
+The majority of students in Fryslân attendvocational education((Hoekstra, S. (2025, March 3). //Onderwijs in Fryslân// [Education in Fryslân]. Planbureau Fryslân. [[https://www.planbureaufryslan.nl/monitoren/onderwijs/]].)). Frisian isn 't a compulsory subject in vocational education, and the Netherlands has not ratified provisions for Frisian in vocational education via the ECRML. In 2022, the Committee of Experts advised to ratify this article (Article 8.1.d)((Committee of Experts of the European Charter
+for Regional or Minority Languages. (2022. November). Seventh Evaluation Report on the Netherlands. Council of Europe. [[https://rm.coe.int/netherlandsecrml7-en/1680aa8930]].)).
+In 2023 and in 2025, DINGtiid (the Frisian advisory body for the Dutch national government and Frisian provincial government) echoed this, and advised the Netherlands to ratify this article((DINGtiid. (2025, July). //Oan it wurk mei it Frysk: Advysrapport oangeande de posysje en fuortsterking fan it Frysk yn it middelber beropsûnderwiis// [Let's work with Frisian: Advisory report on the position and the strengthening of Frisian in vocational education]. DINGtiid.[[https://dingtiid.frl/wp-content/uploads/2025/07/2025-DINGtiid-advys-Oan-it-wurk-mei-it-Frysk-Advysrapport-oangeande-de-posysje-en-fuortsterking-fan-it-Frysk-yn-it-middelber-beropsunderwiis.pdf]].)).
-Though Frisian is no compulsory subject in vocational education, nor has the Netherlands ratified provisions for Frisian in vocational education, the project [[https://wybinnembu.frl/|Wy binne mbû]] (We are vocational education) started, iniated by Language Plan Frysk, to promote Frisian at vocational education.
+[[https://wybinnembu.frl/|Wy binne mbû]] (We are vocational education) started in 2021. This project is an initiative of //Taalplan Frysk 2030// (Language Plan Frysk 2030),and the three main partners are the two major vocational education institutes in Fryslân, Firda and Aeres, and Afûk. The project aims to promote Frisian within vocational education, and aims to have language awareness and language attitudes be included in the curriculum of schools in Fryslân. It does so by creating teaching materials, practical assignments, and reading materials, and by supporting teachers, e.g. with thematic days and seminars.
@@ Line 257: / Line 285: @@
 The Chair //Fryske Taal en Kultuer// (Frisian language and culture) is held by interim professor Arjen Versloot since February 2023, after the previous professor retired in December 2022 ((Omrop Fryslân. (2023, February 8). //Arjen Versloot oansteld as ynterim heechlearaar Frysk yn Grins// [Arjen Versloot appointed a interim professor for Frisian in Groningen]. Omrop Fryslân. [[https://www.omropfryslan.nl/fy/nijs/1195225/arjen-versloot-oansteld-as-ynterim-heechlearaar-frysk-yn-grins]].)).
+ Some Frisian courses are also offered at the University of Amsterdam, where there is a chair for //Germaanse taalkunde, in het bijzonder de Duitse, Scandinavische en Friese talen// (English:Germanic linguistics, especially German, Scandinavian and Frisian languages), held by prof. Arjen Versloot. The chair //Sociolinguïstiek, met bijzondere aandacht voor de taalsituatie in Fryslân// (English: Sociolinguistics, with particular attention to the language situation in Fryslân) at the University of Utrecht is held by prof. Hans van de Velde. Finally, at the Christian-Albrecht University, Kiel (Germany), a Frisian bachelor and master degree are available (with the focus on North Frisian), with a chair for //Frisistik//, Frisian studies.
-Some Frisian courses are also offered at the University of Amsterdam, where there is a chair for //Germaanse taalkunde, in het bijzonder de Duitse, Scandinavische en Friese talen// (English:Germanic linguistics, especially German, Scandinavian and Frisian languages), held by prof. Arjen Versloot.
-The chair //Sociolinguïstiek, met bijzondere aandacht voor de taalsituatie in Fryslân// (English: Sociolinguistics, with particular attention to the language situation in Fryslân) at the University of Utrecht is held by prof. Hans van de Velde.
-At the Christian-Albrecht University, Kiel (Germany), a Frisian bachelor and master degree are available (with the focus on North Frisian), with a chair for //Frisistik//, Frisian studies.