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It then comes as no surprise that the same Dambre with approval quotes texts referring to the language situation of Flanders of two generations ago (see Dambre, 1985: 6566). In summarising the attitudes of the authorities, we might say that they are highly idealistic as well as unrealistic with respect to the ongoing language processes both in and outside the schools. Didactic Consequences and Hints for Change In view of the previous remarks, and as a final comment, we would like to evaluate the language situation in Dutch-speaking schools in Belgium and to make some suggestions directed towards doing away with some of the more undesirable side-effects of the present-day situation.
Jørgensen (1983b) also found that between the two theoretical extremesthe pure classical dialect and the national standardthere was a continuum of language use, with no clearcut borderlines. Another way of expressing the relationship between dialect and standard is used by Kjeld Kristensen, who has studied the language of Vinderup, a village in Western Jutland (Kristensen. 1977, 1979; Kristensen & Thelander, 1984; see also a critical review of the Hirtshals project, with a summary in English, in Kristensen, 1984).
The teachers do not look upon it as something they have to take seriously. It is suggested in the project report that deviations from standard Danish should be regarded not as errors, but as expressions of the vernacular language. They have to be converted into < previous page page_38 next page > < previous page page_39 next page > Page 39 standard language before compulsory education ends, but not from the very first day at school. It is also suggested that dialect becomes a topic in school. That is often neglected in Denmark and this will therefore be a step towards acceptancedepending of course on how it is done.