Search

Inleiding en vraagstelling De laatste jaren wordt in het voortgezet onderwijs geleidelijk meer aandacht besteed aan de begeleiding van leerlingen bij hun school- en beroepskeuze. Het gaat daarbij om een reeks keuzes die leerlingen met het oog op hun loopbaan moeten maken. Veel leerlingen vinden het moeilijk om zulke loopbaankeuzes te maken. Ze kennen nog onvoldoende hun eigen interesses en capaciteiten, en overzien niet welke vervolgopleidingen en beroepen mogelijk zijn en wat die kunnen betekenen voor hun leven. Dit begint al bij het kiezen van een leerweg of profiel voor in de bovenbouw van het VMBO, HAVO of VWO. Zulke keuzes moeten al worden gemaakt in de 2e, 3e en 4e klas (13-15 jaar). Ten behoeve van de begeleiding van leerlingen hierbij worden nieuwe instrumenten, programma’s en aanpakken ontwikkeld en beproefd. Eén zo’n programma is The Real Game, een rollenspel of project dat in stappen met een hele klas kan worden uitgevoerd, als blok (bijvoorbeeld als project dat een hele week duurt) of in een reeks lesuren verspreid over een aantal maanden. The Real Game is enkele jaren geleden ontwikkeld in Canada, en wordt inmiddels in een aantal landen in toenemende mate gebruikt, op scholen maar ook daarbuiten. Het Algemeen Pedagogisch Studiecentrum (APS, te Utrecht) heeft The Real Game in het Nederlands vertaald en begeleidt een aantal scholen voor voortgezet onderwijs die het programma gebruiken. In het najaar van 2002 is een eerste evaluatie uitgevoerd, vooral gericht op de bruikbaarheid en tevredenheid onder docenten en bij leerlingen. Vervolgens is behoefte ontstaan aan een diepergaande evaluatie naar de mogelijke effecten bij leerlingen. Een 10-tal scholen voor voortgezet onderwijs, die deelnamen aan de pilot onder begeleiding van het APS, heeft, in overleg met het APS, eind 2002 bij het KPC de volgende onderzoeksvraag ingediend: Ontdekken leerlingen door het spelen van The Real Game hun latente, tot dusver verborgen vragen over keuzes die zij (nu) zullen maken ten behoeve van hun toekomstig bestaan (wonen, werken, vrije tijd) en de realisering daarvan? Het KPC vroeg, namens de LPC, aan het ISOR om een offerte voor een onderzoek ter beantwoording van deze vraag. Daartoe is in januari 2003 contact opgenomen met de betreffende projectleider bij het APS en met de contactpersoon namens de aanvragende scholen, tevens docent op één van die scholen en betrokken geweest bij de pilot. Dit resulteerde in een onderzoeksvoorstel met de volgende gespecificeerde vraagstelling: SPELEN MET JE TOEKOMST a) ontdekken leerlingen door het spelen van The Real Game bepaalde tot dan toe latente vragen over keuzes ten aanzien van hun toekomstige bestaan (wonen, werken, vrije tijd) en de realisering daarvan? b) kunnen zij tijdens het spelen deze vragen aan de orde stellen en er iets mee doen? c) krijgen ze meer greep op hun zelfbeeld en hun competenties en hoe ze deze competenties later zullen kunnen inzetten? d) kunnen ze de ontdekte vragen na afloop voor zichzelf concreet maken en op basis daarvan bepaalde keuzes maken? e) draagt het spel bij aan hun motivatie voor school en hun schoolloopbaan? In februari werd het onderzoeksvoorstel goedgekeurd en opdracht gegeven tot uitvoering van het onderzoek. In de voorbereidingsfase van het onderzoek is nogmaals overleg gevoerd met de projectleider op het APS. Dit leidde tot toevoeging van een extra deelvraag: f) wat is de meerwaarde ten opzichte van andere LOB-materialen? Tevens zijn enkele proefgesprekken gevoerd met leerlingen die aan The Real Game hadden meegedaan. Daaruit bleek dat zij amper of niet konden aangeven welke vragen zij daarvoor hadden over hun toekomstige bestaan. Zij konden zich niet herinneren dat zij zich bepaalde vragen stelden. Op grond hiervan zijn de vragen a en b alsnog anders geformuleerd: a) dachten de leerlingen vóór The Real Game over hun toekomstige bestaan (wat betreft wonen, werken, inkomen, vrije tijd)? b) wat hebben de leerlingen door deelname aan The Real Game geleerd? Dit rapport bevat de resultaten van het uitgevoerde onderzoek. Eerst worden de opzet en uitvoering van het onderzoek beschreven (hoofdstuk 2). Daarna geven we een schets van The Real Game en vatten we de uitkomsten van de eerste evaluatie (in 2002) samen (hoofdstuk 3). Aanvullend staan we kort stil bij de context waarin dit programma moet worden gezien, namelijk de loopbaanoriëntatie en begeleiding in het voortgezet onderwijs (hoofdstuk 4). In hoofdstuk 5 worden de resultaten van het nu uitgevoerde onderzoek beschreven en verantwoord, op basis waarvan in hoofdstuk 6 wordt getracht antwoorden op de bovenstaande onderzoeksvragen te formuleren. Het rapport sluit af met enkele conclusies en aanbevelingen (hoofdstuk 7). De gebruikte instrumenten zijn opgenomen in de bijlagen, aangevuld met een overzicht van alle (typen) uitspraken die de leerlingen hebben gedaan in de gehouden groepsinterviews, geordend naar thema en weergegeven met aantallen per school. Dit is een Ico-Isor rapport

If we assume that culture is not a static phenomenon, but one which develops in line with concrete political, social, economic and cultural circumstances, then we must assume that that the Greeks in the Netherlands, who live and work in circumstances which are different to those of the Greek inhabitants of Greece, also develop different cultural models. Furthermore, if we assume that someone’s identity is not fixed and is not inherited, but is formed and developed in successive concrete circumstances, then one can expect that the individual develops an identity (or in general a personality) which suits their social environment. In the case of allochtonous children, their environment for socialisation is generally biculturalbilingual. Greek children in The Netherlands come into contact with different worlds: one - on the streets or at school for example - where the Dutch element is dominant, another – family life - where another sort of culture has developed, and life in Greece during the summer. What parents and teachers of the mother tongue call “ours” cannot be the same for children born in a foreign country. The question then naturally arises: “Who am I? What is my relation to this here and that there? Since the environment of these Greek children is bicultural and bilingual (or even multicultural and multilingual), then their ego synthesis will also have a certain bicultural character. In theory a synthesis of the two cultures will take place in the mental world of the children. This thesis reports on an investigation into the bicultural-bilingual socialisation of Greek pupils in the Netherlands against the background of the migration of families and their social-cultural and economic position in the Netherlands. The research carried out is sociological in nature, with a strong educational bent. This means that the relation which the Greek pupils have with Greek language teaching is examined at the same time. Which problems have an influence on Greek language teaching, and how can these be dealt with? The reason for conducting this research lies in the issues raised by the position of Greek migrants in the neo-European structure and in the role which education can play in forming the ethnic-cultural identity of Greek children in the Netherlands. The changing perception of the Greek government with regard to education policy for Greek pupils in the diaspora, and the resulting changes in objectives, are an important reason for making these pupils the target of the research. The social goal of the research is to survey the socialisation of Greek pupils in multicultural Dutch society. The aim is to gain insight into the set of factors involved in socialisation. The scientific goal is to contribute to the theory development in the area of the socialisation of allochtonous(Greek) children. Acquiring a bicultural identity is of great importance to allochtonous children when it comes to social success. The encouragement of a joint radical (education) policy by both countries (country of origin and country of residence) will be advantageous to both sides, not only for the individual but also for the society as a whole. The results presented in this research report could form a frame of reference for delineating a policy in this area – by means of bilateral agreements – between Greece and the Netherlands. The policy-makers could take the opportunity to make a concrete formulation of the problem against the background of the dream of the new Europe. A comparison of the results with other allochtonous groups in the Netherlands is also of social relevance: an analysis of the socialisation of Greek pupils can throw light on the position of other groups of allochtonous pupils. Apart from this, a theoretical need is also being served. Research into the cultural conditions in both societies is important from both a sociological and educational viewpoint.

If we assume that culture is not a static phenomenon, but one which develops in line with concrete political, social, economic and cultural circumstances, then we must assume that that the Greeks in the Netherlands, who live and work in circumstances which are different to those of the Greek inhabitants of Greece, also develop different cultural models. Furthermore, if we assume that someone’s identity is not fixed and is not inherited, but is formed and developed in successive concrete circumstances, then one can expect that the individual develops an identity (or in general a personality) which suits their social environment. In the case of allochtonous children, their environment for socialisation is generally biculturalbilingual. Greek children in The Netherlands come into contact with different worlds: one - on the streets or at school for example - where the Dutch element is dominant, another – family life - where another sort of culture has developed, and life in Greece during the summer. What parents and teachers of the mother tongue call “ours” cannot be the same for children born in a foreign country. The question then naturally arises: “Who am I? What is my relation to this here and that there? Since the environment of these Greek children is bicultural and bilingual (or even multicultural and multilingual), then their ego synthesis will also have a certain bicultural character. In theory a synthesis of the two cultures will take place in the mental world of the children. This thesis reports on an investigation into the bicultural-bilingual socialisation of Greek pupils in the Netherlands against the background of the migration of families and their social-cultural and economic position in the Netherlands. The research carried out is sociological in nature, with a strong educational bent. This means that the relation which the Greek pupils have with Greek language teaching is examined at the same time. Which problems have an influence on Greek language teaching, and how can these be dealt with? The reason for conducting this research lies in the issues raised by the position of Greek migrants in the neo-European structure and in the role which education can play in forming the ethnic-cultural identity of Greek children in the Netherlands. The changing perception of the Greek government with regard to education policy for Greek pupils in the diaspora, and the resulting changes in objectives, are an important reason for making these pupils the target of the research. The social goal of the research is to survey the socialisation of Greek pupils in multicultural Dutch society. The aim is to gain insight into the set of factors involved in socialisation. The scientific goal is to contribute to the theory development in the area of the socialisation of allochtonous(Greek) children. Acquiring a bicultural identity is of great importance to allochtonous children when it comes to social success. The encouragement of a joint radical (education) policy by both countries (country of origin and country of residence) will be advantageous to both sides, not only for the individual but also for the society as a whole. The results presented in this research report could form a frame of reference for delineating a policy in this area – by means of bilateral agreements – between Greece and the Netherlands. The policy-makers could take the opportunity to make a concrete formulation of the problem against the background of the dream of the new Europe. A comparison of the results with other allochtonous groups in the Netherlands is also of social relevance: an analysis of the socialisation of Greek pupils can throw light on the position of other groups of allochtonous pupils. Apart from this, a theoretical need is also being served. Research into the cultural conditions in both societies is important from both a sociological and educational viewpoint.

If we assume that culture is not a static phenomenon, but one which develops in line with concrete political, social, economic and cultural circumstances, then we must assume that that the Greeks in the Netherlands, who live and work in circumstances which are different to those of the Greek inhabitants of Greece, also develop different cultural models. Furthermore, if we assume that someone’s identity is not fixed and is not inherited, but is formed and developed in successive concrete circumstances, then one can expect that the individual develops an identity (or in general a personality) which suits their social environment. In the case of allochtonous children, their environment for socialisation is generally biculturalbilingual. Greek children in The Netherlands come into contact with different worlds: one - on the streets or at school for example - where the Dutch element is dominant, another – family life - where another sort of culture has developed, and life in Greece during the summer. What parents and teachers of the mother tongue call “ours” cannot be the same for children born in a foreign country. The question then naturally arises: “Who am I? What is my relation to this here and that there? Since the environment of these Greek children is bicultural and bilingual (or even multicultural and multilingual), then their ego synthesis will also have a certain bicultural character. In theory a synthesis of the two cultures will take place in the mental world of the children. This thesis reports on an investigation into the bicultural-bilingual socialisation of Greek pupils in the Netherlands against the background of the migration of families and their social-cultural and economic position in the Netherlands. The research carried out is sociological in nature, with a strong educational bent. This means that the relation which the Greek pupils have with Greek language teaching is examined at the same time. Which problems have an influence on Greek language teaching, and how can these be dealt with? The reason for conducting this research lies in the issues raised by the position of Greek migrants in the neo-European structure and in the role which education can play in forming the ethnic-cultural identity of Greek children in the Netherlands. The changing perception of the Greek government with regard to education policy for Greek pupils in the diaspora, and the resulting changes in objectives, are an important reason for making these pupils the target of the research. The social goal of the research is to survey the socialisation of Greek pupils in multicultural Dutch society. The aim is to gain insight into the set of factors involved in socialisation. The scientific goal is to contribute to the theory development in the area of the socialisation of allochtonous(Greek) children. Acquiring a bicultural identity is of great importance to allochtonous children when it comes to social success. The encouragement of a joint radical (education) policy by both countries (country of origin and country of residence) will be advantageous to both sides, not only for the individual but also for the society as a whole. The results presented in this research report could form a frame of reference for delineating a policy in this area – by means of bilateral agreements – between Greece and the Netherlands. The policy-makers could take the opportunity to make a concrete formulation of the problem against the background of the dream of the new Europe. A comparison of the results with other allochtonous groups in the Netherlands is also of social relevance: an analysis of the socialisation of Greek pupils can throw light on the position of other groups of allochtonous pupils. Apart from this, a theoretical need is also being served. Research into the cultural conditions in both societies is important from both a sociological and educational viewpoint.

In the past years a new youth language has appeared on multi-ethnic secondary schools in the Netherlands. In this language words, pronunciation and grammar derived from the languages of immigrant groups are mixed with Dutch. Until now, research on this 'street language' has mainly focussed on describing this new linguistic phenomenon. In the present article two questions are posed. How prevalent is street language? And what is its social meaning? To answer these questions a large scale survey was conducted among the pupils of 86 school classes.

Realistic math education values active pupil participation in classroom interaction. This participation is also seen as crucial within second language acquisition theory and forms the basis of the content-based approach to language teaching. In this article the question was raised whether a symbiosis of these two approaches could be observed in math education in a multilingual classroom. Analyses showed a variety of teacher strategies, promoting student participation and thus creating opportunities for language production in whole group activities, one important prerequisite for language learning in content classes. However, two conditions for simultaneous language acquisition in math classes were not found: first, negotiation of meaning to make written texts and assignments accessible and comprehensible and second, feedback on the linguistic form of student utterances. The assumptions of the teacher about the value of active student participation would thus need refinement in order to turn his lessons into a learning environment that would be beneficial for both math and language learning.