Learning outcomes

Active proficiency in Dutch, for the four language skills (level, see "objectives").

Knowledge of the contemporary socio-cultural and political contexts of the Dutch-speaking communities in the Netherlands, Flanders and Surinam.

Stimulation of the contact with the target language and communities beyond divisions and stereotypes.

Goals

1° To develop an active proficency in Dutch in order to be able to communicate in contemporary contexts by
 
        - stimulating receptive and productive skills (written and oral comprehension, speaking and writing)
 
       - working on pronunciation
 
       - expanding vocabulary based on thematic fields.
 
2° To familiarise students with society, culture and, more broadly, everyday life in Flanders, the Netherlands and other Dutch-speaking regions or countries.
 
3° To stimulate students to get daily in contact with the target language and culture, transcending divisions and stereotypes.
 

Content

This course is divided into two parts (the main course, including student presentations and the exercises) to enable students to actively develop various aspects of their Dutch language proficiency skills.
 
The main course stimulates receptive and productive skills on the basis of (a) a series of video excerpts (news from VRT or NOS) based on themes covered in the vocabulary chapters (Woorden in Context 2) and (b) materials providing  insights into everyday life and society in Flanders and the Netherlands. Writing and presentation techniques will be covered both in the course and in the exercises to enable students to prepare their work on contemporary aspects of Dutch-speaking communities in Europe and the world.
 
During the exercises (language labs and conversation classes), students will be invited to work on their pronunciation and activate their oral skills around the vocabulary chapters (and corresponding texts) addressed in the main course. 
 
Participation in any activity organised by the department within or outside the university, as part of this course, is an integral part of the training and is therefore considered compulsory.

Exercices

see "course content"

Assessment method

Written and oral examination. Ongoing assessment based on assignments (presentations and written work), vocabulary tests, pronunciation tests, participation in lessons and exercises.
 
AI will not be used to produce texts or content, either in the formative or summative assessment phases.
 
The level required at the end of the course "Dutch Language Proficiency"  is a minimum of B2 for receptive skills and a minimum of B1+ for productive skills (see https://erk-nederlands.taalunie.org).
 
The final mark is made up of 15% for the written assessment (including the written part of the exam, knowledge of Dutch-speaking countries and regions), 25% for receptive skills, 15% for mastery of vocabulary and spelling, 20% for productive written skills and 25% for productive oral skills.However, any mark of 8/20 or below for any of the above parts indicates a major deficiency in language and/or linguistic skills, which means that the final mark will not be equal to the weighted average, but to the problematic score of 8/20 or below. This is particularly the case for productive skills and linguistic knowledge. 

Sources, references and any support material

Dieltjes, L., Claes, M-Th., Vanparys, J., Alkema, P. & L. Baten (2016). Woorden in context. Deel 1. Brussel: De Boeck. (2000 mots les plus fréquents) = prérequis
 
Dieltjes, L., Claes, M-Th., Vanparys, J., Alkema, P. & L. Baten (2017). Woorden in context. Deel 2. Brussel: De Boeck.
 
Hiligsmann, Ph. (2007, 2de druk). Uitspraakleer Nederlands voor Franstaligen. Waterloo: Wolters Plantyn.

Language of instruction

Français