One Nation, One Spelling, One School: Writing Education and the Nationalisation of Orthography in the Netherlands (1750-1850)

Autor/inn/en	Schoemaker, Bob; Rutten, Gijsbert
Titel	One Nation, One Spelling, One School: Writing Education and the Nationalisation of Orthography in the Netherlands (1750-1850)
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 55 (2019) 6, S.754-771 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rutten, Gijsbert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2019.1622573
Schlagwörter	Foreign Countries; Nationalism; Written Language; Teaching Methods; Spelling; Indo European Languages; Language Planning; Grammar; Educational Change; Writing Instruction; Criticism; Educational History; Standards; Official Languages; Instructional Materials; Sociolinguistics; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Nationalismus; Geschriebene Sprache; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibweise; Indoeuropäisch; Sprachwechsel; Grammatik; Bildungsreform; Schreibunterricht; Kritik; History of education; Bildungsgeschichte; Standard; Office language; Amtssprache; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Soziolinguistik; Niederlande
Abstract	In 1804, the first official spelling of Dutch was published as part of a national language policy that had been argued for since the middle of the eighteenth century, and in 1805, an official grammar was published. The orthography and the grammar constituted regulations for the written language ("schrijftaalregeling"), which were part of a broader effort at nationalisation. Other societal domains affected by this attempt at nationalisation included education. The first decade of the nineteenth century also produced a series of educational reform. In this paper, we first discuss the ideological aspects of the nationalisation of language and education. Focusing on writing education, we then discuss eighteenth-century teaching practices, and the criticism these gave rise to, particularly for the strong focus on technical skills. We argue that writing education became increasingly important in the new school system, in which writing was conceptualised as a grammatical and intellectual practice as well. As a result, new teaching practices were developed. Adopting the officialised spelling of 1804 was part of the grammatical aspect of writing education. We show how grammar books and reading materials pre-dating and postdating the official Dutch language policy shifted from a situation of variable orthographical practices towards orthographical homogeneity through a strict adoption of official prescriptions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01