Teaching Dutch as a Foreign Language in Sociology: Insights into Challenges and Best Practices

Abstract

This study aimed to investigate the challenges and best practices in teaching the Dutch language in undergraduate Sociology courses at Caraga State University in the Philippines. The research employed a descriptive correlational research design and gathered data on demographics, motivation, perceptions, effectiveness of teaching methods and strategies, cultural competencies, and critical thinking skills using a survey questionnaire. The results revealed that most participants were female and were motivated to learn Dutch for academic or professional reasons. Although the students had a positive perception of learning Dutch, they faced significant challenges such as limited resources and materials, qualified and trained instructors, limited student interest, and difficulty in learning the language. The study highlights the importance of changes in language policies to promote multilingualism and linguistic diversity, considering learners' linguistic backgrounds and needs in language education, and using practical and effective teaching strategies to facilitate language learning. Future research should investigate the efficacy of different teaching methods and strategies. This study offers valuable insights into the challenges and best practices in teaching foreign languages in undergraduate Sociology courses in the Philippines and can contribute to the development of language education policies and practices