Abstract
In this contribution, I argue that the two aims Carel Jansen proposes, are incompatible. A research agenda dominated by questions derived from practical
problems will lead to a body of largely isolated insights and unrelated
knowledge. Such an incoherent knowledge base is insufficient to provide
an enrichment of the school subject Dutch language. A more theory guided
research agenda eliciting and guiding empirical research that meets high
standards of ecological validity could lead to such a knowledge base.
problems will lead to a body of largely isolated insights and unrelated
knowledge. Such an incoherent knowledge base is insufficient to provide
an enrichment of the school subject Dutch language. A more theory guided
research agenda eliciting and guiding empirical research that meets high
standards of ecological validity could lead to such a knowledge base.
| Translated title of the contribution | Is problem-oriented research really able to enrich the school subject Dutch language? |
|---|---|
| Original language | Dutch |
| Pages (from-to) | 181-184 |
| Journal | Tijdschrift voor Taalbeheersing |
| Volume | 40 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 2018 |