On the way to C2 with Nederlands naar de top

What do you think are the biggest challenges for students who have already reached C1 level and want to make the step up to C2, and how does this method respond to that?

After years of teaching at the highest levels, I remain impressed by how well students already master Dutch. Sometimes I even wonder why some of them are still taking a course. Nevertheless, I see three clear challenges for this target group.

First of all, many students want to feel more confident in their use of language. They need regular practice and targeted feedback.

In addition, many students need opportunities to use the language over a longer period of time. Some students do use Dutch, but mostly in short interactions. They need longer speaking time and more complex communicative tasks, including feedback on both form and general skills, such as presenting, writing, and switching between language registers.

Finally, many students want to learn to better recognize and apply small nuances in language use. Many students struggle with subtle differences in meaning, for example with verbs and their prefixes or prepositions. The method responds to this with varied working methods. Students write syntheses, give presentations, debate, and regularly work in pairs or small groups. In addition, there is a strong focus on recognizing and correctly using verbs and their derivations.

The method builds complexity step by step and deals with topics of a scientific nature. Can you tell us something about the selection of these topics and how they contribute to language development?

Before Nederlands naar de top was developed, I spent years experimenting with a wide range of topics and materials. Students were actively involved in selecting articles and audio clips. The themes they found most interesting were ultimately included in the book.

During the pre-selection process, I focused on timeless topics on the one hand and current events on the other. The themes of the official CNaVT exam are very diverse, and in consultation with students, I tried to choose interesting topics that fit within these frameworks. Not every theme appeals to the imagination: topics such as taxes or cryptocurrency require an extensive vocabulary. That is why the more difficult themes are at the back of the book, so that students are better able to understand and discuss them thanks to their growing lexical knowledge. Each chapter also introduces many new words, gradually and purposefully expanding the vocabulary.

Easy differentiation

How can NT2 teachers best use the method, and do you have any tips for differentiation or combinations with other materials?

Nederlands naar de top can be used both inside and outside the classroom. Teachers can split each chapter into two parts: each lesson covers one text and one audio clip, which students can prepare at home. The teacher can discuss this material in class, but it can also be led in part by the students themselves. The short speaking assignments—such as statements, dilemmas, elevator pitches, and debates—are ideal for classroom practice.

Differentiation can take place through feedback and the choice of skills.

• For speaking skills, students can complete longer speaking assignments, record them, and send them to the teacher for personal feedback.
• Many long assignments also have a writing variant, so students can choose whether they prefer to practice speaking or writing. This allows you to differentiate by skill.
• In the first four chapters, students can select suitable texts themselves for mediation assignments. In addition, the website contains detailed assignments that can be done independently or in groups, further supporting flexibility and differentiation.

Get started!

Would you like to get started with Nederlands naar de top? As a teacher, you can request a free review copy. Read here to find out how. Would you like to preview a few pages? You can find them here.