The first thought that often pops up when discussing German as a minority language is about German language islands. Language islands (from German Sprachinseln) describe isolated linguistic enclaves where German is spoken predominantly among the community members while being surrounded by speakers of other languages. Here, the literature focuses on the analysis of ethno-linguistic German communities in diaspora and German as a minority language. Often, these communities migrated to Eastern Europe or settler colonies in the Americas, Namibia, or Australia in the late Middle Ages or the early modern period. Such studies describe the emerging linguistic phenomena and evolution of the German language spoken by the migrants and their children in these so-called language islands (Riehl & Beyer, 2021; Rosenberg, 2005).

Evolving German language

These studies investigate how the German language adapts and evolves in response to its new sociolinguistic environment, examining factors such as language maintenance, language shift, and the development of unique dialects and linguistic features within these communities. The evolution of the German language in these settings can result in significant deviations from the standard, influenced by contact with local languages and cultures. Researchers argue that these linguistic phenomena provide valuable insights into the processes of language change and preservation in minority language communities (Rosenberg, 2005). They also highlight the cultural and social dynamics that influence language use among diasporic populations.

This includes the German-speaking border regions close to Germany and Austria, which switched nationality in the aftermath of the First and Second World Wars. Studies in this area examine how these communities have maintained their linguistic identity despite the changing national affiliations. Researchers explore the resilience of the German language in these regions, analysing factors such as educational policies, local government support, and community efforts to preserve their linguistic heritage. The use (and survival) of these varieties is largely determined by these sociolinguistic factors and national language policies, which encourage or dissuade the preservation and use of German (Riehl & Beyer, 2021). 

German in the Dutch context

However, looking at the Netherlands, it is hard to compare these communities to the situation at hand. There are no comparable language islands in a Dutch context, and German is not considered a minority language. Moreover, although such studies bear relevant results on minority language use, they largely focus on first speaker groups with specific ties to a ‘German homeland’ in a nationalistic sense. This contrast with studies on World English(es), which study extensively the use of the English language as a second or foreign language in diverse global, and national contexts, also in the Netherlands (Edwards, 2014; 2018).

Problematic ‘crowding out’ of German (and French) language learning

In fact, much of the recent literature on the German language in the Netherlands mentions the rapid decline in the popularity of German as a second foreign language in Dutch schools and universities (KNAW, 2018; Saris, 2014). This trend is common in foreign language learning in the Netherlands, where English is increasingly crowding out French and German (Hovens, 2024).

Especially in the Eastern border regions, this trend is becoming problematic as, paradoxically, the expanding cross-border economic activity increases the demand for German language skills sought by employers (Hovens, 2020). Various sources suggest that current educational policies need to address this imbalance by promoting multilingualism and incentivizing the learning of German and other foreign languages (Hovens, 2024; Michel et al., 2021). This could involve curriculum reforms, teacher training, and promoting the cultural and economic benefits of learning multiple languages.

The context found in the Netherlands differs significantly from traditional German language islands or minority language communities studied elsewhere. The Netherlands lacks distinct German-speaking enclaves, and German is not officially recognized as a minority language.

Revitalizing German language learning in the Netherlands

Dr Naomi Truan’s project seeks to address this by integrating German Studies into the regular curriculum and promoting the importance of learning German in a Dutch context. By encouraging multilingualism, the project aims to make German Studies more appealing and relevant to students in the Netherlands. This initiative not only enhances language skills but also fosters deeper understanding and integration of German-speaking communities. Through comprehensive research and educational reforms, there is potential to revitalize German language learning in the Netherlands, ensuring it remains a valuable and sought-after skill in an increasingly interconnected world.

Stay tuned for my next blog post on what we found out more about Immigration to the Netherlands and minority language use!

References

Edwards, A., & Fuchs, R. (2018). A cluster analysis of attitudes to English in Germany and the Netherlands. World Englishes, 37(1), 653-667. 

European Commission. (2024). Europeans and their languages: Netherlands. Retrieved from: https://europa.eu/eurobarometer/surveys/detail/2979  

Hovens, D. (2020). Language policy and linguistic landscaping in a contemporary blue-collar workplace in the Dutch-German borderland. Language Policy, 20(1), 645-666. DOI: https://doi.org/10.1007/s10993-020-09572-y

Hovens, D. (2024). Language ideologies and proximity: The position of German in Dutch secondary schools. European Journal of Applied Linguistics, 12(1), 171-188. DOI: https://doi.org/10.1515/eujal-2024-0002   

Koninglijke Nederlandse Akademie van Wetenschappen (KNAW). (2018). Talen voor Nederland.  

Michel, M., Vidon, C., Graaff, R. de, & Lowie, W. (2021). Language Learning beyond English in the Netherlands: A fragile future? European Journal of Applied Linguistics, 9(1), 159–182. https://doi.org/10.1515/eujal-2020-0020 

Riehl, C. M., & Beyer, R. (2021). Deutsch als Minderheitensprache. Lublin Studies in Modern Languages and Literature, 45(1), 7-20. DOI:10.17951/lsmll.2021.45.1.7-20 

Rosenberg, P. (2005). Dialekt convergence in the German language islands (sprachinseln). In P. Auer, F. Hinskens, P. Kerswill (Eds.). (2005). Dialect change: Convergence and divergence in European languages. Cambridge University Press. DOI:10.1017/CBO9780511486623.009 

Saris, A. N. (2014). Das Image der deutschen Sprache im weiterführenden Unterricht in den Niederlanden [Master Thesis]. https://studenttheses.uu.nl/handle/20.500.12932/18087