Language control and language variation of Dutch

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.

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 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: 15%, i.e. 3 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: Final examination in January (85%)
    Part B1: Written examination on the linguistic code: grammar, argumentative formulation and vocabulary exercises.
    Part B2: Oral examination in the form of an argument to be constructed on the basis of a text on a topic covered in the course.
Successful completion of part B1 and part B2 is essential to demonstrate the skills and knowledge defined in the learning outcomes for the teaching unit. A failing grade for part B1 or B2 will result in a failing grade for the entire examination.
The final mark is the weighted average of marks A and B. In the final grade, part A is worth 3/20 and part B is worth 17/20.
In the event of failure, the student represents part B; part A (continuing education) cannot be made up. 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 van teksten en oefeningen

Faculty or entity

> ELAL