Between Standard and Stigma: Exploring teacher attitudes towards language variation in multilingual children in the Netherlands
Summary
In a time of globalization and migration, the Netherlands faces the opportunities and
challenges that come with a multicultural society. With linguistic diversity as a prominent
feature of Dutch classrooms, the monolingual focus of current educational practices
jeopardizes the equality of educational opportunities for pupils with a linguistic minority
background. As teacher beliefs and expectations regarding their multilingual pupils play a big
role in their assessment of these children, this thesis examines teacher attitudes towards nonstandard language variation in multilingual children within Dutch primary education. Through
semi-structured interviews with primary school teachers, insights were gained into their
teaching practices, educational goals, and beliefs regarding language proficiency. Findings
reveal a pervasive monolingual ideology, in which standard Dutch proficiency is perceived as
essential for future success. Despite recognizing the talents and potential of multilingual
pupils, teachers feel pressured to prepare them for a monolingual world, perpetuating a cycle
of linguistic inequality. Despite the limited sample size, this study provides nuanced
perspectives that underscore the need for societal shifts toward embracing linguistic diversity
and adopting a resource-based view of multilingualism in education. Ultimately, transforming
teacher attitudes is crucial for dismantling the monolingual ideal and ensuring equal
opportunities for all students regardless of their linguistic background.