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HOW TO USE THIS BOOK

Level and target audience

This course in Dutch as a Foreign Language is aimed at users in higher education or evening

classes. The course is designed to be used in a classroom context. However, the key and

the explanations on grammar do make it possible to use the book for self-study, even

though (occasional) assistance from a teacher is advisable.

The book is an accelerated course; it starts completely from scratch and takes you up to a

level of competence where you can understand complex language, and where you can

express yourself ﬂuently in many different situations. As well as learning practical

language skills, you will learn communicative strategies, such as how to adapt your style

and tone according to who you are communicating with. And ﬁnally, you will gain some

knowledge and understanding of Dutch and Flemish culture.

Common European Framework

In terms of practical language skills the course is on a par with level B2 of the Common

European Framework for Languages. In terms of intellectual competences, such as manip-

ulating language stylistically and language awareness, the course goes beyond this level.

The four domains described by the Common European Framework are all present here.

Topics and language skills at the start of the course focus on the private domain, i.e. your

immediate surroundings in a private context, and increasingly look outwards towards

activities in the public domain. In the latter part of the course you will practise skills which

are relevant to the world of work and educational contexts, such as holding a debate,

writing an argument or giving a presentation. Topics become increasingly abstract and

challenging and include areas such as lifestyles, your place in society and national identity.

Approach

The distinctive approach of this course lies in its integration of learning the language in

relation to its cultural context. The course looks at language in a critical way and asks ques-

tions such as: How is language used in particular contexts? Why is it used this way? What

are the effects of using certain language structures or certain words? In addition, you will

ﬁnd information on cultural aspects of the Netherlands and Flanders throughout the course,

with a particular focus on modern day Flanders and the Netherlands in the last three units.

This course is also distinctive in its approach to the progress of language skills: start-

ing from simple grammar only, while encouraging authentic language use from the start.

This ensures that you will learn to manipulate patterns correctly. Focusing initially on

simple grammatical patterns only will give you the chance to quickly build up a body of

vocabulary.

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HOW TO USE THIS BOOK

Structure

The book has 11 units. Progress is carefully structured in terms of language skills and

topics. Topics move from the personal to the public, from the practical to the abstract. The

tasks you will be asked to do also become increasingly challenging.

You are encouraged right from the start to think about style, so you develop ‘a feel’ for

the language very quickly. For this reason, for instance, modal particles, the little words

that colour communicative interaction, are introduced early on, although initially you only

need to recognise the meaning of these receptively.

All units contain reading texts and listening texts, called Tekst , and texts for closer

analysis, called A closer look . The latter are designed either to look at certain strategies

the writer may have used, to recognise the implied messages in texts or to recognise the

stylistic impact of certain ways of writing. Each unit also has sections on grammar, called

Structuren ; on language functions and issues of style and social communications, called

Communicatie ; and some informative sections explaining the cultural references in the

texts, called Cultuur .

In addition, each unit has a plethora of exercises which allow you to practise all the skills.

The exercises are designed to progress from guided and controlled exercises, practising

particular grammar structures or language functions, to increasingly less-guided exercises

in which you learn to manipulate language for speciﬁc contexts and purposes. Revision

exercises are included throughout the course, revisiting previously learnt vocabulary or

language patterns.

Units are subdivided into sections, each starting with a text or dialogue, followed by a

vocabulary list and information on grammar, functions and social communication found

in that particular text.

On the Routledge website (www.routledge.com/intensive/dutch), you can ﬁnd a self-

evaluation form, so that you can keep track of your progress throughout the course. You

can photocopy this form and ﬁll it in after you have completed each unit. The answer key

can also be found on this website.

How to use the course

As mentioned the course is designed for use in a classroom situation, but can be used –

with assistance – as a self-study course. The key to the exercises helps you with this.

However, you should note that in the case of questions which ask for an interpretation,

the answer in the key is the interpretation of the authors. Your or your teacher’s answers

may differ, but may be just as valid.

In a university context the course will take approximately 160 contact hours to complete.

In addition to these contact hours you will need to spend the same amount of time on

preparation and homework.

Further guidance on how to use this book can be obtained from the teacher notes on the

Routledge website.

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