Language ideologies and proximity:The position of German in Dutch secondary schools

This paper presents ongoing research on German as a foreign language in secondary education in the Netherlands. Specifically, it discusses the question what the language-ideological construct of proximity can tell us about people’s willingness to invest in German language education in this country. The paper is based on quantitative data about the number of German language learners in Dutch secondary education, as well as on qualitative data about the discourse surrounding German as a subject in Dutch secondary education. Through the perspective of proximity, the paper highlights three aspects... Mehr ...