Leerkrachten vinden meisjes taalvaardiger. (Voor)oordelen over de taalvaardigheid Nederlands van autochtone en allochtone jongens

A. Vermeer

    Research output: Contribution to journalArticleScientificpeer-review

    Abstract

    In this paper we investigated, with 90 Dutch L1 and L2 children in Special Education, whether differences in Dutch language proficiency could be found between boys and girls, and whether the outcomes are in line with the evaluations of the teachers about the proficiency of these boys and girls. From the different proficiency tests (on articulation, vocabulary, and morphological, syntactical and textual abilities) and the spontaneous speech analyses (on the same aspects of proficiency) no differences between boys and girls emerge. However, the teachers evaluate the girls, in particular the Dutch L1 girls, significantly more proficient than they are according to the tests and spontaneous speech data, and they evaluate the boys, in particular the Dutch L2 boys, significantly lower than they perform on the tests and spontaneous speech data. In the final section some explanations are discussed why teachers think that girls are more proficient than boys.
    Original languageDutch
    Pages (from-to)85-94
    Number of pages10
    JournalToegepaste taalwetenschap in artikelen
    Volume68
    Issue number2
    Publication statusPublished - 2002

    Cite this

    @article{7c23d67d3b8f4176b6fc8872e569c5f3,
    title = "Leerkrachten vinden meisjes taalvaardiger. (Voor)oordelen over de taalvaardigheid Nederlands van autochtone en allochtone jongens",
    abstract = "In this paper we investigated, with 90 Dutch L1 and L2 children in Special Education, whether differences in Dutch language proficiency could be found between boys and girls, and whether the outcomes are in line with the evaluations of the teachers about the proficiency of these boys and girls. From the different proficiency tests (on articulation, vocabulary, and morphological, syntactical and textual abilities) and the spontaneous speech analyses (on the same aspects of proficiency) no differences between boys and girls emerge. However, the teachers evaluate the girls, in particular the Dutch L1 girls, significantly more proficient than they are according to the tests and spontaneous speech data, and they evaluate the boys, in particular the Dutch L2 boys, significantly lower than they perform on the tests and spontaneous speech data. In the final section some explanations are discussed why teachers think that girls are more proficient than boys.",
    author = "A. Vermeer",
    note = "Pagination: 10",
    year = "2002",
    language = "Dutch",
    volume = "68",
    pages = "85--94",
    journal = "Toegepaste taalwetenschap in artikelen",
    issn = "0169-7420",
    number = "2",

    }

    Leerkrachten vinden meisjes taalvaardiger. (Voor)oordelen over de taalvaardigheid Nederlands van autochtone en allochtone jongens. / Vermeer, A.

    In: Toegepaste taalwetenschap in artikelen, Vol. 68, No. 2, 2002, p. 85-94.

    Research output: Contribution to journalArticleScientificpeer-review

    TY - JOUR

    T1 - Leerkrachten vinden meisjes taalvaardiger. (Voor)oordelen over de taalvaardigheid Nederlands van autochtone en allochtone jongens

    AU - Vermeer, A.

    N1 - Pagination: 10

    PY - 2002

    Y1 - 2002

    N2 - In this paper we investigated, with 90 Dutch L1 and L2 children in Special Education, whether differences in Dutch language proficiency could be found between boys and girls, and whether the outcomes are in line with the evaluations of the teachers about the proficiency of these boys and girls. From the different proficiency tests (on articulation, vocabulary, and morphological, syntactical and textual abilities) and the spontaneous speech analyses (on the same aspects of proficiency) no differences between boys and girls emerge. However, the teachers evaluate the girls, in particular the Dutch L1 girls, significantly more proficient than they are according to the tests and spontaneous speech data, and they evaluate the boys, in particular the Dutch L2 boys, significantly lower than they perform on the tests and spontaneous speech data. In the final section some explanations are discussed why teachers think that girls are more proficient than boys.

    AB - In this paper we investigated, with 90 Dutch L1 and L2 children in Special Education, whether differences in Dutch language proficiency could be found between boys and girls, and whether the outcomes are in line with the evaluations of the teachers about the proficiency of these boys and girls. From the different proficiency tests (on articulation, vocabulary, and morphological, syntactical and textual abilities) and the spontaneous speech analyses (on the same aspects of proficiency) no differences between boys and girls emerge. However, the teachers evaluate the girls, in particular the Dutch L1 girls, significantly more proficient than they are according to the tests and spontaneous speech data, and they evaluate the boys, in particular the Dutch L2 boys, significantly lower than they perform on the tests and spontaneous speech data. In the final section some explanations are discussed why teachers think that girls are more proficient than boys.

    M3 - Article

    VL - 68

    SP - 85

    EP - 94

    JO - Toegepaste taalwetenschap in artikelen

    JF - Toegepaste taalwetenschap in artikelen

    SN - 0169-7420

    IS - 2

    ER -