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Niet alleen om de rubber: Over Baťa, Tsjechen en Slowaken in Nederlands-Indië en het beeld van Nederlands-Indië in Tsjechoslowakije
173-206Views:148Czechoslovakia was a new state that emerged in 1918. It combined the former Kingdom of the Bohemian Crown and former Felvidék – Upper-Hungary. In the period between the two World Wars, and especially after 1930 when the Czechoslovak shoe concern Baťa started its presence in Dutch East-Indies, a couple of novels by Dutch writers has been translated into Czech. Most of them were written by Madelon Székely-Lulofs and Johan Fabricius, the latter even visited Czechoslovakia in 1934. These novels and practical travel stories mainly by Czech entrepreneurs formed the picture of Dutch EastIndies in the mind of Czechoslovak people. Because of a lack of Dutch technic graduates, Dutch authorities recruited engineers from elsewhere, especially from Central Europe. Thus, between the beginning of the 20th century and the end of Dutch East-Indies (1949) some 80 to 100 Czechoslovaks were living in the colony in 1949. Most of them didn’t receive Dutch nationality. In 1939, they were considered to be citizens of the so-called Protectorate Bohemia and Moravia. When the Japanese occupied the colony in 1941, the Protectorate government tried to repatriate its citizens and asked Japanese authorities to spare Czechs. The Japanese treated them then as “non-belligerent enemies”. Most Czechs didn’t accept the offer to stay outside the concentration camps and either entered the camps as did their Dutch colleagues, or even participated in the very little and weak resistance against the Japanese. A very special Czech presence was the factory PT Sepatu Bata built by the Czechoslovak concern Baťa in 1939 that was interested in Indonesian rubber and saw also possibilities to enter the East-Indian market.
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De Vlaamse Beweging en de patstelling van het Nederlands in de publieke overheid en het onderwijs in het jonge België (1830–1850)
47-58Views:163Although the freedom of language use was anchored in the Belgian Constitution of 1831,
in practice it led to almost complete Frenchification of public life, because civil servants
could choose their own language. Dutch thus became the language of the countryside and
the lower classes. Secondary and higher education were exclusively French speaking. The
Flemish Movement came into being as a reaction to this. Cultural associations were
founded and standards for Dutch language established. A petition in 1840 revealed the
extent of the problem – the Flemish Movement demanded language equality and the
establishment of a Flemish Academy. Although there was partial success in 1850
(Dutchification of primary and secondary education in Flanders), the petition also
provoked a hostile reaction among French speakers who accused the Flemings of antibelgitude. The Flemish Movement therefore issued a pro-Belgian manifesto. But the
government remained French speaking, so there was a stalemate. -
Middelbaar eindexamen Nederlands als vreemde taal in Hongarije
75-102Views:191This article considers the examination methods for L2 learners in Hungary. A short history of past and current methods of examination for Dutch learners is covered in order to attest to the evolution in complexity and effectiveness that has taken place over the course of the years. The theoretical, statutory side of L2 examination is briefly taken into account, but the focus is on the practical aspect of L2 examination. The different elements of an ideal exam (reading, listening, writing and speaking proficiency, and correctness) are discussed with attention to detail and with the use of examples.
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Op weg naar een doelgerichter universitair NT2 uitspraakonderwijs: Contrastieve uitspraakanalyse Hongaars-Nederlands
161-187Views:126The aim of this paper is to take the first step in providing a systematic analysis of the pronunciation problems of adult Hungarian learners of Dutch. The paper focuses on the specific difficulties and needs of students on the three university departments of Dutch in Hungary. In order to make pronunciation teaching as effective as possible for this – in several important respects – homogeneous group of students, it is essential to define their specific goals and most potential problems. Although the Common European Framework of Reference for Languages (CEFR) provides a detailed description of the pronunciation skills to be attained at the different output levels (from A1 to C2), the optimal target of pronunciation teaching on the Hungarian university departments of Dutch is defined here in terms of prettig verstaanbaarheid (≈pleasant comprehensibility), i.e. neither as mere comprehensibility, or as native-likeness. The main arguments in favour of this objective are based on a short overview of the relevant literature and of the specific needs of these students. Special emphasis is laid on the importance of the comparative analysis in this particular educational environment. In the second part of the paper, some of the most conspicuous segmental pronunciation errors of Hungarian university students of Dutch are analysed in a contrastive framework with reference to both phonetic and phonological aspects. The errors are categorised in terms of a simple hierarchical system of the elements of pronunciation based on the CEFR.
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Cultuur onderwijzen in NVT-lessen voor Hongaarse universiteitsstudenten
117-160Views:162If we look at language course books for beginners we see that a lot of cultural aspects emerge even from these low-level texts. I analysed a Dutch course book (B. de Boer, M. van der Kamp, B. Lijmbach (2010). Nederlands in gang. Coutinho) and tried to find the matches with Hofstede’s five dimensions, with special attention to the elements of dimensions which can be related to education and foreign language teaching. I found that three dimensions which are typical of Dutch society and which are different in Hungarian society, may influence foreign language learners’ perception of the target language and culture . These are 1. Small power distance (especially at school and at home) which can foster or impede creativity; it also has far-reaching consequences for the degree of directness/indirectness in communication in teacher-learner interaction and also on societal level; and its effect on dealing with guests and privacy. 2. Individualism: influences our contacts in the family, but also our rights to freedom of opinion and expression in social interaction, and it also influences the space, the houses where we live and how we deal with guests. 3. Femininity: this dimension plays an important role in negotiations and discussions. Working on reaching mutual understanding and the willingness to listen to each others’ opinion are also characteristic features of femininity. This dimension influences also our ideas about the past, the history of our country and how important this national history is for our country at present. We also wittness some kind of shift towards masculinity in the Netherlands in the past years which again lets us think further how we can incorporate teaching culture in our language curriculum, without being stereotypical. 118 Eszter Zelenka In my paper I discuss the different possible ways of drawing beginners’ attention to cultural values, hidden in texts; and the choices that a foreign language teacher has to make in this process.
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Gamificatie in de methode in het NVT-onderwijs: Onderzoek naar het gebruik van het programma HANNA en de applicatie MONDLY bij scholieren Nederlands
107-126Views:375Our research explores the effects of digital supplementary course materials used among Hungarian students in secondary education learning Dutch. Our aim was to investigate how supplementary electronic, online and digital course material impacts students aged 15-20 learning Dutch at school as well as their motivation, their experience of flow/anti-flow and their level of Dutch. During the intervention we applied HANNA, a course material developed for tablets, and Mondly, a phone application. Our research focused on 2 main research questions and 5 hypotheses, regarding motivation, motivational pattern and the expected changes, while the hypotheses centred on the flow/antiflow experience, the level of language and its changes. Both the research questions and the hypotheses were established in an abductive framework. We employed qualitative research methods due to the number of our samples. Our research incorporated focusgroup and individual interviews as well. The study was supported by the Foreign Research Group On Language Teaching, a joint project between the Hungarian Academy and the University of Debrecen.