Dietha Koster
Biographic Data
| ID | 1013497 |
|---|---|
| NAME | Dietha Koster |
| GIVEN NAMES | Dietha |
| FAMILY NAME | Koster |
| SIGNATURE | KOSTER D |
| AFFILIATIONS | University of Münster |
| ORCID | 0000-0003-1596-8818 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
‘In Curaçao They Celebrate King's Day Abundantly!’ – Diachronic Representation of (Post)colonial Communities in Dutch Geography Textbook Discourse (1946–2018)
Postcolonial textbook research leads us to reflect on the representation of (post)colonial communities in educational media for adolescents in geography education. This paper contributes to this scholarship through Critical Discourse Analysis tracing how nine Dutch geography textbooks (1946–2018) have represented such communities from Indonesia, Suriname and ‘the Dutch Antilles’ in texts and images over time. Results suggest that ethno‐ and andro…
Gender and Sexual Diversity in Language Education
Gender and sexual diversity in language education in general and in educational media in particular continues to be a vibrant field of research. Studies thus far have focused on gender representations in and around educational media, and, more recently, on their intersections with parameters such as sexuality, ethnicity, and class. This special issue of Gender and Language links this research field with theoretically and methodologically innovati…
Endorsing Assimilation or Welcoming Difference? Challenges around Ethnic, Gender, and Sexual Diversity for Dutch Language Textbook Authors
Textbook authors are pivotal in shaping discourses about ethnic, gender, and sexual diversity in second or foreign language education. Yet, language textbook authors have hardly been examined, let alone their perspectives on diversity. We therefore interviewed 10 authors of Dutch language textbooks and interpreted their responses within three ethnic diversity models: assimilation, hierarchy, and pluralism. Views on gender and sexual diversity wer…
Multidimensional perspectives on gender in Dutch language education
‘It is okay if you speak another language, but … ’
How do teachers deal with multilingual pupils, and what reasons govern these choices? Whereas most studies on this topic have examined teachers in schools with monolingual policies, this paper includes teachers at bilingual schools. Framed by pedagogical theory, we present a qualitative research study based on interviews with teachers in the German state North Rhine-Westphalia (NRW). This area constitutes an interesting research site since 30-50%…
Do representations of gender and profession change over time? Insights from a longitudinal corpus study on Dutch language textbooks (1974-2017)
Studies on English language textbooks indicate that, with some exceptions, women are underrepresented and appear in low-status professions. To what degree do these findings apply to textbooks for Dutch as a Second Language (DSL) learners? To our knowledge, there are no studies into gender and profession in DSL materials. Dutch, however, constitutes an interesting, culture-specific case as both female, male and gender neutral professional role nou…
The effect of language on recognition memory in first language and second language speakers
Aims and Objectives/Purpose/Research questions: German and Spanish differ in lexicalization of object position in placement events (e.g. They stand/lay-put the binoculars on the shelf). Do native (L1) speakers of these languages show different recognition memory for object position in placement scenes (“Thinking for Speaking” (TFS))? And if so, can learning German as a second language (L2) improve memory accuracy? Originality: There is very littl…
Is perception of placement universal? A mixed methods perspective on linguistic relativity
Is perception of placement universal? A mixed methods perspective on linguistic relativity
Do representations of gender and profession change over time? Insights from a longitudinal corpus study on Dutch language textbooks (1974-2017)
Studies on English language textbooks indicate that, with some exceptions, women are underrepresented and appear in low-status professions. To what degree do these findings apply to textbooks for Dutch as a Second Language (DSL) learners? To our knowledge, there are no studies into gender and profession in DSL materials. Dutch, however, constitutes an interesting, culture-specific case as both female, male and gender neutral professional role nou…
Is perception of placement universal? A mixed methods perspective on linguistic relativity
The effect of language on recognition memory in first language and second language speakers
Aims and Objectives/Purpose/Research questions: German and Spanish differ in lexicalization of object position in placement events (e.g. They stand/lay-put the binoculars on the shelf). Do native (L1) speakers of these languages show different recognition memory for object position in placement scenes (“Thinking for Speaking” (TFS))? And if so, can learning German as a second language (L2) improve memory accuracy? Originality: There is very littl…
Do representations of gender and profession change over time? Insights from a longitudinal corpus study on Dutch language textbooks (1974-2017)
Studies on English language textbooks indicate that, with some exceptions, women are underrepresented and appear in low-status professions. To what degree do these findings apply to textbooks for Dutch as a Second Language (DSL) learners? To our knowledge, there are no studies into gender and profession in DSL materials. Dutch, however, constitutes an interesting, culture-specific case as both female, male and gender neutral professional role nou…
Multidimensional perspectives on gender in Dutch language education
‘It is okay if you speak another language, but … ’
How do teachers deal with multilingual pupils, and what reasons govern these choices? Whereas most studies on this topic have examined teachers in schools with monolingual policies, this paper includes teachers at bilingual schools. Framed by pedagogical theory, we present a qualitative research study based on interviews with teachers in the German state North Rhine-Westphalia (NRW). This area constitutes an interesting research site since 30-50%…
Gender and Sexual Diversity in Language Education
Gender and sexual diversity in language education in general and in educational media in particular continues to be a vibrant field of research. Studies thus far have focused on gender representations in and around educational media, and, more recently, on their intersections with parameters such as sexuality, ethnicity, and class. This special issue of Gender and Language links this research field with theoretically and methodologically innovati…
Endorsing Assimilation or Welcoming Difference? Challenges around Ethnic, Gender, and Sexual Diversity for Dutch Language Textbook Authors
Textbook authors are pivotal in shaping discourses about ethnic, gender, and sexual diversity in second or foreign language education. Yet, language textbook authors have hardly been examined, let alone their perspectives on diversity. We therefore interviewed 10 authors of Dutch language textbooks and interpreted their responses within three ethnic diversity models: assimilation, hierarchy, and pluralism. Views on gender and sexual diversity wer…
‘In Curaçao They Celebrate King's Day Abundantly!’ – Diachronic Representation of (Post)colonial Communities in Dutch Geography Textbook Discourse (1946–2018)
Postcolonial textbook research leads us to reflect on the representation of (post)colonial communities in educational media for adolescents in geography education. This paper contributes to this scholarship through Critical Discourse Analysis tracing how nine Dutch geography textbooks (1946–2018) have represented such communities from Indonesia, Suriname and ‘the Dutch Antilles’ in texts and images over time. Results suggest that ethno‐ and andro…
Linguistics (5 works) · Psychology (5 works) · Gender Studies in Language (4 works) · Multilingual Education and Policy (3 works) · Pedagogy (3 works) · Sociology (3 works) · Categorization, perception, and language (2 works) · Cognitive psychology (2 works) · Cultural diversity (2 works) · Diversity (politics (2 works)