Jeanne Kurvers
Biographic Data
| ID | 1250856 |
|---|---|
| NAME | Jeanne Kurvers |
| GIVEN NAMES | Jeanne |
| FAMILY NAME | Kurvers |
| SIGNATURE | KURVERS J |
| AFFILIATIONS | Tilburg University |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 24 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 3 |
Adult literacy classes in Timor-Leste and diverse language values and practices across the regions
This article draws on two studies of language diversity and adult literacy education in Timor-Leste that were conducted in different regions of the country between 2009 and 2013. Its central focus is on the day-to-day language practices and language values of local participants and the way in which these practices and values relate to national language policies. We first outline the views of language and of language policy-making that underpin ou…
Language use, language attitudes and identity in the East Timorese diaspora in the Netherlands
This paper investigates language practices, language attitudes and identity belongings of East Timorese in the Netherlands. Data were gathered through a limited orally conducted sociolinguistic questionnaire and two in-depth interviews on the sociolinguistic trajectories of our participants. The questionnaire shows that second-generation East Timorese all shifted to Dutch. Also the first generation shifted to Dutch and many in addition acquired m…
Academic Language in Shared Book Reading
The current study examined academic language (AL) input of mothers and teachers to 15 monolingual Dutch and 15 bilingual Turkish-Dutch 4- to 6-year-old children and its relationships with the children's language development. At two times, shared book reading was videotaped and analyzed for academic features: lexical diversity, syntactic complexity, and abstractness. The AL features in the input of mothers varied considerably among individuals, we…
Adult literacy education in Timor-Leste
This article reports on multilingualism in adult literacy education in Timor-Leste and explores how choices made at the formal level of national language policy are dealt with at the operational level of adult literacy education. The 2002 constitution of Timor-Leste declares Portuguese and Tetum as the official languages. It recognises the need for regional languages to be valued and developed by the state and proclaims Indonesian and English as …
Lexical Richness in Maternal Input and Vocabulary Development of Turkish Preschoolers in the Netherlands
Offline segmentation and online language processing units
Although metalinguistic (‘offline’) awareness of words as linguistic units has been related to literacy, it is still uncertain whether literacy also affects the units of language that people process unconsciously (‘online’). In this contribution, we first discuss the characteristics of offline and online tasks, opening up the perspective that such tasks vary in nature along a continuum ranging from more offline to more online. Subsequently, we pr…
Talking in the temple
This paper presents a case study of the Hindustani community attending the Shree Raam Mandir in Wijchen, the largest Hindu temple in the Netherlands. On the basis of a questionnaire, in-depth interviews and observations, data were gathered about oral and written use of and attitudes towards the three main languages of the community, i.e., Dutch, Sarnami and Hindi. Our findings reveal that Dutch is the high-status and main public language of the H…
Multilingual literacies in the global south
This special issue focuses on literacy research in multilingual contexts in the global south. It examines the interfaces between language policies and language ideologies at the national level, the
We are all beginners’
In 2003, the Amazigh (Berber) language and the Tifinagh script were, for the first time in history, introduced as a subject for all students in public primary schools in Morocco. This study first investigates the language planning policy behind the introduction of the new Amazigh curriculum: selection, codification, standardization, curriculum development and implementation in public primary schools. In order to successfully implement a new curri…
Literacy and script attitudes in multilingual Eritrea
n Contains fulltext :\n 68508.pdf (Publisher’s version ) (Closed access)\n
Metalexical Awareness
We are all beginners’
In 2003, the Amazigh (Berber) language and the Tifinagh script were, for the first time in history, introduced as a subject for all students in public primary schools in Morocco. This study first investigates the language planning policy behind the introduction of the new Amazigh curriculum: selection, codification, standardization, curriculum development and implementation in public primary schools. In order to successfully implement a new curri…
Literacy and script attitudes in multilingual Eritrea
n Contains fulltext :\n 68508.pdf (Publisher’s version ) (Closed access)\n
Academic Language in Shared Book Reading
The current study examined academic language (AL) input of mothers and teachers to 15 monolingual Dutch and 15 bilingual Turkish-Dutch 4- to 6-year-old children and its relationships with the children's language development. At two times, shared book reading was videotaped and analyzed for academic features: lexical diversity, syntactic complexity, and abstractness. The AL features in the input of mothers varied considerably among individuals, we…
Multilingual literacies in the global south
This special issue focuses on literacy research in multilingual contexts in the global south. It examines the interfaces between language policies and language ideologies at the national level, the
Language use, language attitudes and identity in the East Timorese diaspora in the Netherlands
This paper investigates language practices, language attitudes and identity belongings of East Timorese in the Netherlands. Data were gathered through a limited orally conducted sociolinguistic questionnaire and two in-depth interviews on the sociolinguistic trajectories of our participants. The questionnaire shows that second-generation East Timorese all shifted to Dutch. Also the first generation shifted to Dutch and many in addition acquired m…
Adult literacy education in Timor-Leste
This article reports on multilingualism in adult literacy education in Timor-Leste and explores how choices made at the formal level of national language policy are dealt with at the operational level of adult literacy education. The 2002 constitution of Timor-Leste declares Portuguese and Tetum as the official languages. It recognises the need for regional languages to be valued and developed by the state and proclaims Indonesian and English as …
Lexical Richness in Maternal Input and Vocabulary Development of Turkish Preschoolers in the Netherlands
Metalexical Awareness
Metalexical Awareness
Literacy and script attitudes in multilingual Eritrea
n Contains fulltext :\n 68508.pdf (Publisher’s version ) (Closed access)\n
Multilingual literacies in the global south
This special issue focuses on literacy research in multilingual contexts in the global south. It examines the interfaces between language policies and language ideologies at the national level, the
We are all beginners’
In 2003, the Amazigh (Berber) language and the Tifinagh script were, for the first time in history, introduced as a subject for all students in public primary schools in Morocco. This study first investigates the language planning policy behind the introduction of the new Amazigh curriculum: selection, codification, standardization, curriculum development and implementation in public primary schools. In order to successfully implement a new curri…
Offline segmentation and online language processing units
Although metalinguistic (‘offline’) awareness of words as linguistic units has been related to literacy, it is still uncertain whether literacy also affects the units of language that people process unconsciously (‘online’). In this contribution, we first discuss the characteristics of offline and online tasks, opening up the perspective that such tasks vary in nature along a continuum ranging from more offline to more online. Subsequently, we pr…
Talking in the temple
This paper presents a case study of the Hindustani community attending the Shree Raam Mandir in Wijchen, the largest Hindu temple in the Netherlands. On the basis of a questionnaire, in-depth interviews and observations, data were gathered about oral and written use of and attitudes towards the three main languages of the community, i.e., Dutch, Sarnami and Hindi. Our findings reveal that Dutch is the high-status and main public language of the H…
Lexical Richness in Maternal Input and Vocabulary Development of Turkish Preschoolers in the Netherlands
Adult literacy education in Timor-Leste
This article reports on multilingualism in adult literacy education in Timor-Leste and explores how choices made at the formal level of national language policy are dealt with at the operational level of adult literacy education. The 2002 constitution of Timor-Leste declares Portuguese and Tetum as the official languages. It recognises the need for regional languages to be valued and developed by the state and proclaims Indonesian and English as …
Academic Language in Shared Book Reading
The current study examined academic language (AL) input of mothers and teachers to 15 monolingual Dutch and 15 bilingual Turkish-Dutch 4- to 6-year-old children and its relationships with the children's language development. At two times, shared book reading was videotaped and analyzed for academic features: lexical diversity, syntactic complexity, and abstractness. The AL features in the input of mothers varied considerably among individuals, we…
Adult literacy classes in Timor-Leste and diverse language values and practices across the regions
This article draws on two studies of language diversity and adult literacy education in Timor-Leste that were conducted in different regions of the country between 2009 and 2013. Its central focus is on the day-to-day language practices and language values of local participants and the way in which these practices and values relate to national language policies. We first outline the views of language and of language policy-making that underpin ou…
Language use, language attitudes and identity in the East Timorese diaspora in the Netherlands
This paper investigates language practices, language attitudes and identity belongings of East Timorese in the Netherlands. Data were gathered through a limited orally conducted sociolinguistic questionnaire and two in-depth interviews on the sociolinguistic trajectories of our participants. The questionnaire shows that second-generation East Timorese all shifted to Dutch. Also the first generation shifted to Dutch and many in addition acquired m…
Linguistics (8 works) · Pedagogy (8 works) · Multilingual Education and Policy (7 works) · Sociology (7 works) · Literacy (6 works) · Psychology (6 works) · Computer Science (5 works) · Second Language Learning and Teaching (5 works) · Political science (4 works) · Reading and Literacy Development (4 works)