FOREIGN LANGUAGE TEACHING IN THE CONTEXT OF NETHERLANDS PEDAGOGICAL EDUCATION REFORMS IN THE ХХ CENTURY

Keywords: educational reforms, methodical approaches, grammar-translation method, audio-linguistic method, communicative method, new pedagogical education, foreign language teachers training

Abstract

The article deals with the Netherlands pedagogical education development in the XX century and the peculiarities of foreign language teaching during the active phase of reforms. The purpose of the article is to study the preconditions for the emergence and development of the future foreign language teacher training as a separate speciality of teacher education in the Netherlands. The study of the history of foreign language teaching in the Netherlands is carried out in order to determine the chronological stages of the methodological theories dominance of foreign language training by Netherlands students. Much attention is paid to the analysis of the impact of the educational reforms on higher pedagogical education in the XX century and changes in approaches and methods of the foreign languages teaching. The following research methods were used to solve the research problems: theoretical and historical-logical analysis, generalization and systematization – during the analysis of theoretical issues aimed at determining the trends in the formation of higher pedagogical education in the Netherlands. A retrospective review of the emergence and development of teacher education in the Netherlands provided an opportunity to determine the basis for the emergence as a separate area of future foreign language teacher professional training. An analysis of the teacher education development in the Netherlands has shown that it is started with the initiation of compulsory education. The author researches the history of foreign languages teaching in the Netherlands, thanks to which the chronological stages of foreign language teachers training formation were specified and the list of radical changes in the education system was indicated. The first stage is characterized by an individual form of work with private teachers to master it (1500–1800 years), the second disputes over the benefits of different methods of teaching foreign languages and the formation of preconditions for educational reforms (1800–1900 years), the third deals with successful education reform on the background of political and social changes in society (1900–2000). Theoretical analysis of the language policy implementation in Netherlands society has made it possible to identify the most common foreign languages in modern its education, including English, German, French and Spanish. The author of the article reveals the benefits and problems of the reforms in the twentieth century and their impact on the formation of the academic direction of foreign language teachers training. This study provides an opportunity to trace the success factors of education reform and the Netherlands experience to identify positive measures that have brought modern Dutch education to a fairly high level among other European countries.

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Published
2021-09-08
How to Cite
Kolisnichenko, A. I. (2021). FOREIGN LANGUAGE TEACHING IN THE CONTEXT OF NETHERLANDS PEDAGOGICAL EDUCATION REFORMS IN THE ХХ CENTURY. Pedagogical Sciences: Theory and Practice , 2(1), 260-265. https://doi.org/10.26661/2522-4360-2021-1-2-41