Geert Driessen (2008) Houdoe? Afscheid van streektalen en dialecten? Driessen Research
Driessen, G. (2008). Houdoe? Afscheid van streektalen en dialecten? Invited paper Derde Internationale Streektaalconferentie, Rilland-Bath, 6 juni 2008.
Geert Driessen (2001) Metropolis The evaluation of Islamic schools in the Net...Driessen Research
Driessen, G. (2001). The evaluation of Islamic schools in the Netherlands. Paper Sixth International Metropolis Conference, Rotterdam, the Netherlands, November 26-30, 2001.
Geert Driessen (2000) D&S Invloed van thuistaal op taalprestaties is gering.pdfDriessen Research
Driessen, G. (2000). Invloed van ‘thuistaal’ op taalprestaties is gering. Aziatische kinderen scoren hoger dan Turkse en Marokkaanse. Didaktief & School, 30(4), 20-21.
ISSN 0169-4820
Geert Driessen (2016) Zoals de ouden zongen piepen de jongen?Driessen Research
Driessen, G. (2016). Zoals de ouden zongen, piepen de jongen? De taal van ouders en taal en taalvaardigheid van hun kinderen. Dutch Journal of Applied Linguistics, 5(2), 145-159.
Geert Driessen (2008) Houdoe? Afscheid van streektalen en dialecten? Driessen Research
Driessen, G. (2008). Houdoe? Afscheid van streektalen en dialecten? Invited paper Derde Internationale Streektaalconferentie, Rilland-Bath, 6 juni 2008.
Geert Driessen (2001) Metropolis The evaluation of Islamic schools in the Net...Driessen Research
Driessen, G. (2001). The evaluation of Islamic schools in the Netherlands. Paper Sixth International Metropolis Conference, Rotterdam, the Netherlands, November 26-30, 2001.
Geert Driessen (2000) D&S Invloed van thuistaal op taalprestaties is gering.pdfDriessen Research
Driessen, G. (2000). Invloed van ‘thuistaal’ op taalprestaties is gering. Aziatische kinderen scoren hoger dan Turkse en Marokkaanse. Didaktief & School, 30(4), 20-21.
ISSN 0169-4820
Geert Driessen (2016) Zoals de ouden zongen piepen de jongen?Driessen Research
Driessen, G. (2016). Zoals de ouden zongen, piepen de jongen? De taal van ouders en taal en taalvaardigheid van hun kinderen. Dutch Journal of Applied Linguistics, 5(2), 145-159.
Geert Driessen (2016) Taalvariatie en onderwijsprestaties van autochtone kleu...Driessen Research
Language variety and educational achievement of indigenous primary school pupils
This article explores the relations between language and mathematics test performance and a range of language related family characteristics. The sample consists of 3,639 grade 2 pupils from 437 Dutch primary schools. Data were collected in 2014. The main question is whether pupils who speak standard Dutch at home perform better than pupils who speak a Dutch regional language or dialect. Results of the present analyses were compared with those from analyses performed on comparable data collected in 1994. Between 1994 and 2014 the share of children who speak standard Dutch with their mother and father has increased with 8 percent points to 95 percent. The share of mothers and fathers who speak standard Dutch to each other has increased with 17 percent points to 91 percent. No correlation was found between language choice, i.e. speaking standard Dutch versus a regional language or dialect, and language and mathematics test performance. One remarkable finding was that children from the province of Limburg perform well while they speak standard Dutch least.
Geert Driessen (2014). Het Nederlandse onderwijsachterstandenbeleid: Bewezen ...Driessen Research
Driessen, G. (2014). Het Nederlandse onderwijsachterstandenbeleid: Bewezen effectief? Paper OnderwijsResearchDagen ORD ‘14, Groningen, 11-13 juni 2014.
Geert Driessen (2024) OOP De generaliseerbaarheid van een VVE-modelprogramma....Driessen Research
SAMENVATTING
Voor- en Vroegschoolse Educatie (VVE) richt zich op het voorkomen van achterstanden die het gevolg zijn van sociaal-etnische gezinsomstandigheden. De claim is dat het daarin effectief kan zijn, mits het van hoge kwaliteit is. Ondanks de input van vele miljarden zijn de achterstanden de afgelopen decennia echter alleen maar gegroeid. De vraag die hier gesteld wordt is daarom of die claim wel terecht is. Daartoe wordt de externe validiteit van het meest geciteerde voorschoolse programma, het Perry Preschool Project, onder de loep genomen. Kunnen de resultaten daarvan echt in die mate worden gegeneraliseerd als wordt geclaimd?
Kernwoorden: Voor- en Vroegschoolse Educatie; VVE; onderwijsachterstanden; Perry Preschool; James Heckman; generalisatie; externe validiteit
SUMMARY
Preschool Education programs aim at preventing educational delays resulting from socioethnic disadvantage in the home environment of young children. Proponents claim that such programs can be effective, provided they are of high quality. Despite the investment of huge budgets, the educational gap between socioeconomically deprived families and their wealthier counterparts still is widening. The question therefore is whether the programs’ claim is justified. This article focuses on the external validity of the most cited preschool program, the High/Scope Perry Preschool Project. Is it really possible to generalize its findings to other programs, settings and conditions, and target groups, as is being claimed?
Keywords: Pre- and Early School Education; educational disadvantage; Perry Preschool; High/Scope; James Heckman; generalization; external validity
Pre-print van: Driessen, G. (2024). De generaliseerbaarheid van een VVE-modelprogramma. Heckmans dubieuze claims. Orthopedagogiek: Onderzoek en Praktijk, 63(1), 18-29. ISSN 2211-6273
https://orthopedagogiek.eu/
Geert Driessen (2024) Demasqué VVE-modelprogramma's.pdfDriessen Research
Het effect van vve blijft in Nederland moeilijk aantoonbaar. Vve-beleid wordt daarom vaak gestoeld op bewijs uit Amerikaans onderzoek. Geert Driessen fileert de belangrijkste – Perry Preschool en Abecedarian. Er blijft weinig van het bewijs over.
Geert Driessen (2024) Encyclopedia Abecedarian an impossible model preschool ...Driessen Research
The primary goal of pre- and early-school programs is to prevent young children from socioeconomically disadvantage backgrounds to start school already with educational delays. The programs offer compensatory stimulation activities which are supposed to be not available in the home situation; the focus is on language development. Proponents claim that such programs can be effective, provided they are of high quality. The belief in their success is very much based on the outcomes of a few so-called model programs from the 1960s and 1970s. One of these programs is the Carolina Abecedarian Project, a small single-site project started in 1972. Four cohorts of in total 111 children and their poor, Black parents participated in this experiment with a random allocated treatment and a control group. The children were followed from 6 weeks after birth to 6 years of age, that is, when they entered school. They were regularly tested and observed, and then after the program had ended again until they were 40 years of age. The focus here is on the internal and external validity of the Abecedarian Project. Are the effects as reported by the program’s staff reliable and valid? Is it possible to generalize the findings of this model program to other times, settings, conditions, and target groups?
Driessen, G. (2024). Abecedarian: An impossible model preschool program. Encyclopedia, 11 January 2024.
ISSN 2309-3366
Retrieved from https://encyclopedia.pub/entry/121338
Geert Driessen (2023) Encyclopedia The Perry HighScope Preschool Program A Cr...Driessen Research
Early Childhood Education programs aim at preventing educational delays associated with socio-ethnic disadvantage in the home environment of young children. Advocates claim that such programs can be effective, provided they are of high quality. Despite the investment of enormous budgets, the educational gap between socio-economically deprived families and their wealthier counterparts is still widening. The question therefore is justifiied whether these claims are justified. This article focuses on the internal and external validity of the most cited preschool program, the High/Scope Perry PreschoolProject, which was carried out between 1962 and 1967 in one school in Ypsilant, MI. Are the program's effects as reported by, e.g. Lawrence Schweinhart and James Heckman, reliable and valid? And is it really possible to generalize the findings of this so-called model program to other programs, target groups, settings and conditions, as is being claimed?
Geert Driessen (2023) The Perry High/Scope Preschool program. A critique
Retrieved from https://encyclopedia.pub/entry/history/show/109024
Kees de Bot, Geert Driessen & Paul Jungbluth (1988) MLEML An exploration of t...Driessen Research
Bot, K. de, Driessen, G., & Jungbluth, P. (1988). An exploration of the effects of the teaching of immigrant language and culture. Paper International Conference on Maintenance and Loss of Ethnic Minority Languages, Noordwijkerhout, the Netherlands, August 28-30, 1988.
Geert Driessen (1992) MLEML Developments in first and second language acquisi...Driessen Research
Driessen, G. (1992). Developments in first and second language acquisition of Turkish and Moroccan children in the Netherlands. Paper Second International Conference on Maintenance and Loss of Ethnic Minority Languages, Noordwijkerhout, the Netherlands, September 1-4, 1992.
Geert Driessen, Lia Mulder & Paul Jungbluth (1994) ILAPSI Ethnicity and socia...Driessen Research
Driessen, G., Mulder, L., & Jungbluth, P. (1994). Ethnicity and social class as rivaling determinants of educational opportunities. A closer look at family characteristics and parental behaviour. Paper International Conference on Immigration, language acquisition and patterns of social integration, Jerusalem, Israel, June 29-30, 1994.
Geert Driessen & Pim Valkenberg (2000) AERA Islamic schools in the western wo...Driessen Research
Driessen, G., & Valkenberg, P. (2000). Islamic schools: the case of the Netherlands. Paper AERA Annual Meeting, New Orleans, LA, USA, April 24-28, 2000.
Geert Driessen (2000) AEGEE Islamic schools in the western world Paper.pdfDriessen Research
Driessen, G. (2000). Islamic schools in the Western World: The case of the Netherlands. Invited paper AEGEE Conference on Intercultural Education, Nijmegen, the Netherlands, April 14-16, 2000.
Geert Driessen (2016) Taalvariatie en onderwijsprestaties van autochtone kleu...Driessen Research
Language variety and educational achievement of indigenous primary school pupils
This article explores the relations between language and mathematics test performance and a range of language related family characteristics. The sample consists of 3,639 grade 2 pupils from 437 Dutch primary schools. Data were collected in 2014. The main question is whether pupils who speak standard Dutch at home perform better than pupils who speak a Dutch regional language or dialect. Results of the present analyses were compared with those from analyses performed on comparable data collected in 1994. Between 1994 and 2014 the share of children who speak standard Dutch with their mother and father has increased with 8 percent points to 95 percent. The share of mothers and fathers who speak standard Dutch to each other has increased with 17 percent points to 91 percent. No correlation was found between language choice, i.e. speaking standard Dutch versus a regional language or dialect, and language and mathematics test performance. One remarkable finding was that children from the province of Limburg perform well while they speak standard Dutch least.
Geert Driessen (2014). Het Nederlandse onderwijsachterstandenbeleid: Bewezen ...Driessen Research
Driessen, G. (2014). Het Nederlandse onderwijsachterstandenbeleid: Bewezen effectief? Paper OnderwijsResearchDagen ORD ‘14, Groningen, 11-13 juni 2014.
Geert Driessen (2024) OOP De generaliseerbaarheid van een VVE-modelprogramma....Driessen Research
SAMENVATTING
Voor- en Vroegschoolse Educatie (VVE) richt zich op het voorkomen van achterstanden die het gevolg zijn van sociaal-etnische gezinsomstandigheden. De claim is dat het daarin effectief kan zijn, mits het van hoge kwaliteit is. Ondanks de input van vele miljarden zijn de achterstanden de afgelopen decennia echter alleen maar gegroeid. De vraag die hier gesteld wordt is daarom of die claim wel terecht is. Daartoe wordt de externe validiteit van het meest geciteerde voorschoolse programma, het Perry Preschool Project, onder de loep genomen. Kunnen de resultaten daarvan echt in die mate worden gegeneraliseerd als wordt geclaimd?
Kernwoorden: Voor- en Vroegschoolse Educatie; VVE; onderwijsachterstanden; Perry Preschool; James Heckman; generalisatie; externe validiteit
SUMMARY
Preschool Education programs aim at preventing educational delays resulting from socioethnic disadvantage in the home environment of young children. Proponents claim that such programs can be effective, provided they are of high quality. Despite the investment of huge budgets, the educational gap between socioeconomically deprived families and their wealthier counterparts still is widening. The question therefore is whether the programs’ claim is justified. This article focuses on the external validity of the most cited preschool program, the High/Scope Perry Preschool Project. Is it really possible to generalize its findings to other programs, settings and conditions, and target groups, as is being claimed?
Keywords: Pre- and Early School Education; educational disadvantage; Perry Preschool; High/Scope; James Heckman; generalization; external validity
Pre-print van: Driessen, G. (2024). De generaliseerbaarheid van een VVE-modelprogramma. Heckmans dubieuze claims. Orthopedagogiek: Onderzoek en Praktijk, 63(1), 18-29. ISSN 2211-6273
https://orthopedagogiek.eu/
Geert Driessen (2024) Demasqué VVE-modelprogramma's.pdfDriessen Research
Het effect van vve blijft in Nederland moeilijk aantoonbaar. Vve-beleid wordt daarom vaak gestoeld op bewijs uit Amerikaans onderzoek. Geert Driessen fileert de belangrijkste – Perry Preschool en Abecedarian. Er blijft weinig van het bewijs over.
Geert Driessen (2024) Encyclopedia Abecedarian an impossible model preschool ...Driessen Research
The primary goal of pre- and early-school programs is to prevent young children from socioeconomically disadvantage backgrounds to start school already with educational delays. The programs offer compensatory stimulation activities which are supposed to be not available in the home situation; the focus is on language development. Proponents claim that such programs can be effective, provided they are of high quality. The belief in their success is very much based on the outcomes of a few so-called model programs from the 1960s and 1970s. One of these programs is the Carolina Abecedarian Project, a small single-site project started in 1972. Four cohorts of in total 111 children and their poor, Black parents participated in this experiment with a random allocated treatment and a control group. The children were followed from 6 weeks after birth to 6 years of age, that is, when they entered school. They were regularly tested and observed, and then after the program had ended again until they were 40 years of age. The focus here is on the internal and external validity of the Abecedarian Project. Are the effects as reported by the program’s staff reliable and valid? Is it possible to generalize the findings of this model program to other times, settings, conditions, and target groups?
Driessen, G. (2024). Abecedarian: An impossible model preschool program. Encyclopedia, 11 January 2024.
ISSN 2309-3366
Retrieved from https://encyclopedia.pub/entry/121338
Geert Driessen (2023) Encyclopedia The Perry HighScope Preschool Program A Cr...Driessen Research
Early Childhood Education programs aim at preventing educational delays associated with socio-ethnic disadvantage in the home environment of young children. Advocates claim that such programs can be effective, provided they are of high quality. Despite the investment of enormous budgets, the educational gap between socio-economically deprived families and their wealthier counterparts is still widening. The question therefore is justifiied whether these claims are justified. This article focuses on the internal and external validity of the most cited preschool program, the High/Scope Perry PreschoolProject, which was carried out between 1962 and 1967 in one school in Ypsilant, MI. Are the program's effects as reported by, e.g. Lawrence Schweinhart and James Heckman, reliable and valid? And is it really possible to generalize the findings of this so-called model program to other programs, target groups, settings and conditions, as is being claimed?
Geert Driessen (2023) The Perry High/Scope Preschool program. A critique
Retrieved from https://encyclopedia.pub/entry/history/show/109024
Kees de Bot, Geert Driessen & Paul Jungbluth (1988) MLEML An exploration of t...Driessen Research
Bot, K. de, Driessen, G., & Jungbluth, P. (1988). An exploration of the effects of the teaching of immigrant language and culture. Paper International Conference on Maintenance and Loss of Ethnic Minority Languages, Noordwijkerhout, the Netherlands, August 28-30, 1988.
Geert Driessen (1992) MLEML Developments in first and second language acquisi...Driessen Research
Driessen, G. (1992). Developments in first and second language acquisition of Turkish and Moroccan children in the Netherlands. Paper Second International Conference on Maintenance and Loss of Ethnic Minority Languages, Noordwijkerhout, the Netherlands, September 1-4, 1992.
Geert Driessen, Lia Mulder & Paul Jungbluth (1994) ILAPSI Ethnicity and socia...Driessen Research
Driessen, G., Mulder, L., & Jungbluth, P. (1994). Ethnicity and social class as rivaling determinants of educational opportunities. A closer look at family characteristics and parental behaviour. Paper International Conference on Immigration, language acquisition and patterns of social integration, Jerusalem, Israel, June 29-30, 1994.
Geert Driessen & Pim Valkenberg (2000) AERA Islamic schools in the western wo...Driessen Research
Driessen, G., & Valkenberg, P. (2000). Islamic schools: the case of the Netherlands. Paper AERA Annual Meeting, New Orleans, LA, USA, April 24-28, 2000.
Geert Driessen (2000) AEGEE Islamic schools in the western world Paper.pdfDriessen Research
Driessen, G. (2000). Islamic schools in the Western World: The case of the Netherlands. Invited paper AEGEE Conference on Intercultural Education, Nijmegen, the Netherlands, April 14-16, 2000.
Geert Driessen & Frederik Smit (2005) ERNAPE Integration participation and ed...Driessen Research
Driessen, G., & Smit, F. (2005). Integration, participation and education: effects of minority parents’ societal participation on their children’s cognitive and non-cognitive competencies. Paper 5th International Conference of the European Research Network About Parents in Education (ERNAPE), ‘Family-School-Community Partnerships: Interrelation between Family and Education Merging into Social Development’. Oviedo, Spain, September 14-16, 2005.
Frederik Smit & Geert Driessen (2005) CARE Parent and community involvement i...Driessen Research
Smit, F., & Driessen, G. (2005). Parent and community involvement in education from an international comparative perspective. Challenges for changing societies. Invited paper international conference Children At-Risk in Education, (CARE), ‘Children at Risk. Advancing their Educational Frontiers’. Kuala Lumpur, Malaysia, December 2-4, 2005.
Geert Driessen (2006) ERCOMER Integration participation and education Pres.pptDriessen Research
Driessen, G. (2006). Integration, participation and education: Effects of minority parents’ societal participation on their children’s cognitive and non-cognitive competencies. Invited paper ERCOMER seminars, European Research Centre on Migration and Ethnic Relations, Utrecht, the Netherlands, November 6, 2006.
Michael Merry & Geert Driessen (2010) WCCES Integration by other means Hindu ...Driessen Research
Merry, M., & Driessen, G. (2010). Integration by other means: Hindu schooling in the Netherlands. Paper XIV World Congress of Comparative Education Societies, ‘Bordering, re-bordering and new possibilities in education and society’, Istanbul, Turkey, June 14-18, 2010.
Geert Driessen & Michael Merry (2013) AERA Tackling socioeconomic and ethnic ...Driessen Research
Driessen, G., & Merry, M. (2013). Tackling socioeconomic and ethnic educational disadvantage to prevent lifelong poverty. Paper Annual Meeting AERA 2013, San Francisco, CA, USA, April 27 – May 1, 2013.
Frederik Smit & Geert Driessen (2013) ERNAPE Dealing with street culture in s...Driessen Research
Smit, F., & Driessen, G. (2013). Dealing with street culture in schools: Are families, schools and communities able to work together to improve the quality of the daily interactions and communication? Paper 9th International Conference of the European Research Network About Parents in Education (ERNAPE), ‘Learn from the past, review the present, prepare for a future with equity’. Lisbon, Portugal, September 4-6, 2013. In Nieuwsbrief Ouders, scholen en buurt, juli 2013. Retrieved from http://itsexpertisecentrum.wordpress.com/2013/07/02/dealing-with-street-culture-in-schools-are-families-schools-and-communities-able-to-work-together-to-improve-the-quality-of-the-daily-interactions-and-communication/
Frederik Smit & Geert Driessen (2013) ERNAPE Critical lessons from practices ...Driessen Research
Smit, F., & Driessen, G. (2013). Critical lessons from practices for improving the quality of communication between parents and schools. Paper 9th International Conference of the European Research Network About Parents in Education (ERNAPE), ‘Learn from the past, review the present, prepare for a future with equity’. Lisbon, Portugal, September 4-6, 2013. In Nieuwsbrief Ouders, scholen en buurt, juli 2013. Retrieved from http://itsexpertisecentrum.wordpress.com/2013/07/02/critical-lessons-from-practices-for-improving-the-quality-of-communication-between-parents-and-schools/
Geert Driessen & Michael Merry (2015) RA The gross and net effects Pres.pdfDriessen Research
Driessen, G., & Merry, M. (2015). The gross and net effects of the schools’ denomination on student performance. Paper Annual Meeting AERA 2015, Chicago, Ill., USA, April 16 – 20, 2015.
DOI 10.13140/RG.2.2.30454.40006
Orhan Agirdag, Geert Driessen & Michael Merry (2015) ESA Is there a Catholic ...Driessen Research
Agirdag, O., Driessen, G., & Merry, M. (2015). Is there a catholic school effect for Muslim pupils? Paper 12th Conference of the European Sociological Association 2015, Prague, Czech Republic, August 25–28, 2015.
DOI 10.13140/RG.2.2.14725.76004/1
Geert Driessen (2016) Een toekomst voor het Fries?
1. Dr. Geert Driessen
Radboud Universiteit Nijmegen
g.driessen@its.ru.nl www.geertdriessen.nl
Presentatie st. BMD Frysk, Leeuwarden 10 juni 2016
2. Grote verschillen in uitkomsten qua vitaliteit Fries,
streektalen en dialecten
Uiteenlopende oorzaken:
peiljaar
demografische kenmerken respondenten (leeftijd,
sociaal milieu, etnische herkomst, urbanisatiegraad)
wijze bevraging (telefonisch, schriftelijk, internet,
face-to-face)
definiëring en interpretatie taalvarianten (dialect,
tussentaal, streektaal, minderheidstaal, standaardtaal)
gebruikersdomeinen (formeel, informeel)
taalmodaliteit (verstaan, spreken, lezen, schrijven)
modus taalgedrag (zelfgerapporteerd, geobserveerd)
status taal, context bevraging, sociale wenselijkheid
Geert Driessen
Presentatie st. BMD Frysk, Leeuwarden 10 juni 2016
3. Waarschijnlijk belangrijkste oorzaak verschillen in
uitkomsten:
formulering frequentie taalgebruik (nooit, soms,
regelmatig, meestal/het meeste)
Geert Driessen
Presentatie st. BMD Frysk, Leeuwarden 10 juni 2016
4. Maar, wat ook de uitkomst is,
er zijn hooguit verschillen in tempo;
de richting is altijd dezelfde: bergafwaarts
Geert Driessen
Presentatie st. BMD Frysk, Leeuwarden 10 juni 2016
5. Grootschalige, landelijke databronnen:
cohortstudie PRIMA peiljaar 1994
cohortstudie COOL5-18 peiljaar 2014
Voordeel:
vergelijkbare opzet
vergelijkbare instrumentatie
daardoor vergelijking in de tijd mogelijk
zonder de typische problemen van een vergelijking van
ongelijkwaardige databronnen
Geert Driessen
Presentatie st. BMD Frysk, Leeuwarden 10 juni 2016
6. peiljaar 1994, resp. 2014
landelijk, grootschalig
scholensteekproeven (n=692, resp. n=437)
kinderen en ouders uit groep 4 (n=7657), resp. groep 2
(n=3639)
in totaal taalgegevens van ruim 20.000, resp. 10.000
personen, van twee generaties
dataverzameling: schriftelijke vragenlijsten ouders;
gestandaardiseerde toetsresultaten kinderen;
administratieve gegevens scholen
zelfrapportage
spreektaal
Geert Driessen
Presentatie st. BMD Frysk, Leeuwarden 10 juni 2016
7. In hoeverre spreken kinderen en hun ouders in 2014
Fries, een streektaal of dialect, en hoe verhoudt zich dat
tot de situatie in 1994?
Welke samenhangen zijn er tussen het spreken van Fries,
een streektaal of dialect, achtergrondkenmerken van
kinderen en ouders, en onderwijsprestaties van kinderen?
Geert Driessen
Presentatie st. BMD Frysk, Leeuwarden 10 juni 2016
8. Vraag
Welke taal spreekt het kind het meeste met:
a. moeder
b. vader
c. broertjes en zusjes
d. vriendjes en vriendinnetjes?
Antwoordmogelijkheden
Nederlands
Fries, streektaal, dialect
buitenlandse taal
Selectie
Ouders geboren in Nederland; geen buitenlandse taal
Geert Driessen
Presentatie st. BMD Frysk, Leeuwarden 10 juni 2016
9. Geert Driessen
Presentatie st. BMD Frysk, Leeuwarden 10 juni 2016
Provincie Met moeder Met vader Met
broers/zusjes
Met vriendjes
1994 1994 1994 1994
Friesland 47 49 48 44
Groningen 14 14 13 8
Drenthe 20 21 19 19
Overijssel 7 9 9 7
Flevoland 2 1 1 0
Gelderland 3 3 2 3
Utrecht 0 0 0 1
N-Holland 3 3 3 3
Z-Holland 1 1 1 1
Zeeland 15 16 16 13
N-Brabant 4 4 4 5
Limburg 49 50 49 40
Nederland 13 13 13 11
10. Geert Driessen
Presentatie st. BMD Frysk, Leeuwarden 10 juni 2016
Provincie Met moeder Met vader Met
broers/zusjes
Met vriendjes
2014 2014 2014 2014
Friesland 33 34 30 22
Groningen 0 5 0 3
Drenthe 4 6 3 3
Overijssel 0 2 0 0
Flevoland 12 14 12 12
Gelderland 0 0 0 0
Utrecht 1 0 0 0
N-Holland 1 1 1 1
Z-Holland 1 1 1 0
Zeeland 4 7 6 5
N-Brabant 0 0 0 0
Limburg 31 33 31 20
Nederland 5 5 4 3
12. Vraag
Welke taal spreken de ouders het meeste met elkaar?
Antwoordmogelijkheden
Nederlands
Fries, streektaal, dialect
buitenlandse taal
Selectie
Ouders geboren in Nederland; geen buitenlandse taal
Geert Driessen
Presentatie st. BMD Frysk, Leeuwarden 10 juni 2016
16. Geert Driessen
Presentatie st. BMD Frysk, Leeuwarden 10 juni 2016
Opleiding ouders Friesland NL Beheersing NL ouders Friesland NL
lbo, mavo 14 14 zeer slecht tot goed 4 3
mbo, havo, vwo 46 34 goed tot zeer goed 36 30
hbo, wo 40 52 zeer goed 61 68
17. Geert Driessen
Presentatie st. BMD Frysk, Leeuwarden 10 juni 2016
Spreektaal ouders met
elkaar
Spreektaal kind - moeder
Opleiding ouders Friesland NL Friesland NL
lbo, mavo 39 14 30 6
mbo, havo, vwo 41 12 37 6
hbo, wo 28 6 29 3
18. Geert Driessen
Presentatie st. BMD Frysk, Leeuwarden 10 juni 2016
Taal Rekenen
Fr NL Fr NL
Spreektaal kind – moeder
Fries, streektaal, dialect 66.3 67.9 86.1 85.8
Nederlands 70.2 67.8 84.3 85.8
Spreektaal ouders met elkaar
Fries, streektaal, dialect 66.8 67.5 85.6 85.6
Nederlands 70.3 67.9 84.5 85.9
19. Geert Driessen
Presentatie st. BMD Frysk, Leeuwarden 10 juni 2016
Taal Rekenen
Fr NL Fr NL
Spreektaal kind – moeder
Fries, streektaal, dialect 66.4 68.3 86.1 86.3
Nederlands 70.3 67.8 84.3 85.8
Spreektaal ouders met elkaar
Fries, streektaal, dialect 66.9 68.1 85.9 86.3
Nederlands 70.4 67.8 84.4 85.8
20. Het aandeel Friezen dat in onderscheiden situaties het meeste
Fries spreekt, is tussen 1994 en 2014 fors afgenomen:
• kinderen binnen het gezin van 48 naar 32%
• kinderen buiten het gezin van 44 naar 22%
• ouders met elkaar van 58 naar 35%
Ouders met een hbo- of wo-opleiding spreken minder vaak Fries
Kinderen die thuis Fries spreken, presteren wat lager op een
taaltoets en iets hoger op een rekentoets
Gelet op het tempo van afname ziet de toekomst voor het Fries
er niet rooskleurig uit
De vraag is dan of er wat aan gedaan kan worden om het tij te
stoppen of keren en of men dat ook wil
Geert Driessen
Presentatie st. BMD Frysk, Leeuwarden 10 juni 2016