Language control and language variation of Dutch

Teacher(s)

Degand Elisabeth; Sergier Matthieu (compensates Degand Elisabeth);

Language

Dutch

Main themes

The productive and receptive skills of the Dutch language are addressed through three main themes:

1. Cognitive principles underlying the learning of Dutch as a foreign language, in particular: vocabulary acquisition, reading strategies, writing strategies (in higher education);
2. The place of Dutch in the world and in society;
3. The diachronic and synchronic variation of the Dutch language.

Through these three main themes, writing and reading strategies will be worked on throughout the year. Particular attention will be given to written proficiency.

Learning outcomes

At the end of this learning unit, the student is able to :
1	express themselves orally and in writing at an advanced independent level (Level B2-B2+, European Framework of Reference for Languages);
2	master the techniques and discursive codes for writing argumentative and descriptive texts on one of the themes covered in the course. Students will be able to use grammatically and lexically accurate language;
3	trace the history of the Dutch language;
4	explain the theoretical concepts specific to variation in the Dutch language, in particular regional variation (Netherlands/Flanders) and diaphasic variation (standaardtaal, tussentaal, dialect).

Content

After an introduction explaining the level of competence to be achieved, the course will develop in the first four months a series of theoretical notions aiming at the academic anchoring of the subject matter: cognitive processes underlying the learning of a foreign language, reading strategies, text typologies, language registers. In the second term, the course deals with linguistic variation: sociolinguistic and geolinguistic aspects explaining the synchronic variation in Dutch, complemented by a diachronic description of the evolution of the language.
In parallel, the theoretical concepts will be applied to the comprehension of texts during exercise sessions. For receptive skills, the main focus will be on reading skills (leesvaardigheid), without neglecting the oral comprehension of a specific type of discourse (mainly non-interactive). For productive skills, special attention will be paid to the process of writing in a foreign language. Students will be supported in the acquisition of writing skills by following a MOOC course which will be discussed collectively. In addition, specific exercises will focus on vocabulary expansion and grammatical and syntactic accuracy, with particular attention to synthesis (summarisation techniques) and argumentation skills.

Teaching methods

CLIL approach integrating theory and practice. Classes will alternate theory and exercises. Active participation from students is required, both for the exercises and the theoretical sessions. Regular evaluation will monitor progress of the students-skills towards reaching level B2+ in productive skills and C1 in receptive skills.
Oral proficiency will be trained through participation in the TANDEM project with KULeuven.

Evaluation methods

A: Continuous assessment: 25%, i.e. 5 points out of 20! This part of the assessment is acquired throughout the course at home and in class (oral and written comprehension and production tasks to be completed). Participation in the Tandem project is part of the continuous assessment. This part cannot be made up in the second session (cf. article 78 of the RGEE).
B: Partial written examination in January (25%) on the linguistic code: grammar, argumentative formulation and vocabulary exercises.
C. Examination at the end of the academic year (50%):
    part C1 (oral exam: 10%) : Open questions on the theoretical part of the subject covered in Q2 (taalvariatie) ;
    part C2 (written exam part A: 20%): Exercise on the ability to apply the reading strategies covered in the course.
    part C3 (written exam part B: 20%): Writing exercise on one of the topics covered in the course.  The assessment criteria for mastery of the linguistic code adopted during the year (assessment grids made available to students) are applied during the examination.
Passing parts C1, C2 and C3 is essential to demonstrate the skills and knowledge defined in the learning outcomes of the teaching unit. A failing grade in any of the three parts will result in a failing grade for the whole examination.
The final grade is the weighted average of grades A, B and C. In the final mark, part A is worth 5/20, part B 5/20 and part C 5/20.
Translated with DeepL.com (free version)
In case of failure at the end of the academic year (June), the student represents part B and part C, part A (continuing education) cannot be repassed. The weighting remains the same.
Generative artificial intelligence (AI) must be used responsibly and in accordance with the practices of academic and scientific integrity. Scientific integrity requires that sources be cited, and the use of AI must always be reported. The use of artificial intelligence for tasks where it is explicitly forbidden will be considered as cheating.

Other information

Portfolio

Bibliography

Portfolio d'articles et textes disponibles sur Moodle.
Exercices en ligne

"Thematische woordenschat Nederlands voor anderstaligen" (Loo, van e.a., Intertaal, 2013)
 

Teaching materials

• LGERM1337 Portfolio teksten en oefeningen

Faculty or entity

> ELAL