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In:Variation in Language Acquisition: Unity in diversity
Edited by Laura Rosseel and Eline Zenner
[Trends in Language Acquisition Research 34] 2025
► pp. 197–221

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Chapter 10
Teachers’ attitudes towards sociolinguistic variation in Dutch L2 education in Flanders

A Q study

 | Ghent University
 | Ghent University
 | Ghent University
Published online: 4 November 2025
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https://doi.org/10.1075/tilar.34.10lyb
Abstract
This study explores the perspectives of second language (L2) teachers on the significance of adult L2 education in the acquisition of sociolinguistic competence. A Q study involving thirty L2 teachers was conducted in Flanders, the Dutch-speaking region of Belgium. Findings reveal the existence of three discernible viewpoints among these teachers, primarily distinguished by the degree of importance they attach to the substandard variety tussentaal (also called ‘Colloquial Belgian Dutch’), the prominence given to Standard Dutch, and their fear of overcomplicating the learning process and confusing the learners.
Article outline
  • 1.Introduction
  • 2.Acquiring sociolinguistic competence through L2 education
  • 3.Context: Substandard language variation in Flanders
  • 4.Materials and method
    • 4.1Q methodology
    • 4.2Participants
    • 4.3Materials and procedure
    • 4.4Analysis
  • 5.Results
    • 5.1Viewpoint 1: “Paying attention to tussentaal in class is absolutely necessary”
    • 5.2Viewpoint 2: “Standard Dutch deserves our main focus in L2 education”
    • 5.3Viewpoint 3: “Attention for tussentaal is permissible if it doesn’t introduce confusion”
  • 6.Discussion and conclusion
    • 6.1Reflections about the results
    • 6.2Reflections about the methodology
  • Notes
  • References
  • Appendix
References (36)
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