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Additional info for Dialect and Education: Some European Perspectives (Multilingual Matters, 53)
Defined like this, Danish dialects correspond to the classical dialects as they are found in the languages of Europe. No barrier of understanding is found in relation to the so-called regional varieties. A regional variety covers a larger area which is not geographically well defined, and it is characterised by a number of features that differ from those of the national standard language, although the regional variety is a standard variety rather than a (classical) dialect. The local features of the regional variety do not enter into a fixed combination and they may differ from person to person.
The project also analysed the reading and writing of the pupils. Reading aloud (in the standard) without any selfcorrections, teacher interruptions, long pauses or stops, was seen as the ideal, solely because this is the ideal of the school. In several respects the dialect speakers did not fulfil this ideal. The two village classes and the 8th grade differed particularly from the othersanother indication of the wide use of dialect in these classes. The report on the project discusses the necessity of either reducing the demand for standard language in elementary reading or focussing on the pupils' linguistic background before beginning to read (aloud).
This observation has frequently been made in the 4th, 5th and 6th grades. It may well be that younger pupils react differently. References Cummins, J. 1984 Bilingualism and Special Education. Issues in Assessment and Pedagogy. Clevedon, Avon: Multilingual Matters. Dambre, J. 1985 Dialect en het aanleren van de standaardtaal in Vlaanderen. Feiten en bedenkingen. In P. Van De Craen & R. Willemyns (eds) < previous page page_28 next page > < previous page page_29 next page > Page 29 Standaardtaal en dialect, op school, thuis en elders.