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"Literatur-overzicht" issued with v. 95.
The Routledge Intermediate Dutch Reader has been specially designed for upper intermediate learners of Dutch and comprises a broad selection of graded readings. The readings are taken from a range of contemporary Dutch writing, from newspapers and magazines through to specialist journals and the internet. The texts have been specifically selected to ensure students receive maximum exposure to topics pertaining to Dutch language, culture and society, making this Reader an enjoyable and stimulating resource with a meaningful cultural context. Each reading is fully supported by: a general introduction a vocabulary list with example sentences a number of text comprehension questions and extensive vocabulary exercises with model answers provided in the key a wide variety of speaking exercises relevant to the vocabulary and topic at hand a number of internet research tasks a short list of suggested further reading. A full glossary of words, an overview of fixed word combinations and an outline of irregular verbs are also available as free downloads at http://www.routledge.com/books/details/9780415550086/ Suitable for both class use and independent study, The Routledge Intermediate Dutch Reader is an essential tool for facilitating vocabulary learning and increasing reading proficiency.
Includes reports of meetings of the institute.
Aan de hand van correspondentie tussen drie families uit de Nederlandse elite (Huijdecoper, De La Court en Van der Muelen) beschrijft de auteur de kinderleeftijd en de opvoeding van de kinderen in de zeventiende en achttiende eeuw. Met samenvatting in het Nederlands.
Vols. for 1969- include ACTFL annual bibliography of books and articles on pedagogy in foreign languages 1969-
The decades around 1800 constitute the seminal period of European nationalism. The linguistic corollary of this was the rise of standard language ideology, from Finland to Spain, and from Iceland to the Habsburg Empire. Amidst these international events, the case of Dutch in the Netherlands offers a unique example. After the rise of the ideology from the 1750s onwards, the new discourse of one language–one nation was swiftly transformed into concrete top-down policies aimed at the dissemination of the newly devised standard language across the entire population of the newly established Dutch nation-state. Thus, the Dutch case offers an exciting perspective on the concomitant rise of cultural nationalism, national language planning and standard language ideology. This study offers a comprehensive yet detailed analysis of these phenomena by focussing on the ideology underpinning the new language policy, the institutionalisation of this ideology in metalinguistic discourse, the implementation of the policy in education, and the effects of the policy on actual language use.