INSTRUCTIONAL STRATEGIES TO SUPPORT SECOND LANGUAGE LEARNERS IN DUTCH PRIMARY SCHOOLS

Abstract

Over time, the increase in multiculturalism has led to a culturally diverse society across Europe, which is reflected in Dutch primary educational classrooms. With the rise of diverse ethnic populations, schools have gained more second language learners (SLL). Insufficient language proficiency results in lower learning outcomes. Teachers face challenges and lack expertise on how to address these learning gaps. This case study examined what instructional strategies and materials primary school teachers use to support SLL in mainstream classrooms within a Dutch multicultural school context. Data were collected by conducting interviews and a focus group. The findings revealed that few strategies are put into practice due to teachers' lack of didactical expertise and training. Teaching programs should include lectures and activities to let future teachers expand their attitudes and increase teachers understanding of cultural perspectives on learning. Supporting SLL can be increased by incorporating Culturally Responsive Classroom Management (CRCM) practices and by educating teachers about trauma-sensitive teaching. Primary schools need to prioritize supporting multiculturalism by investigating the five dimensions for empowering multiculturalism in education. Hands‑on tips for (future) teachers supporting SLL were collected and visualized.

Keywords: Multicultural education, second language learning, instructional strategies, trauma-sensitive teaching, culturally responsive teaching, classroom management.

Ethics and Conflict of Interest

This research was conducted in accordance with recognized ethical standards. Ethical approval was obtained from the relevant institutional review board. All participants provided informed consent prior to participation. The author declares that he acted in accordance with ethical rules in all processes of the research. The authors declare that there are no conflicts of interest related to this work.

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