Met haar essay over de impact van Aruba’s keuze voor het Papiamento als instructietaal in het onderwijs heeft de Arubaanse studente Leilani Werleman bij de essaywedstrijd voor deelnemers aan de minor Koninkrijkszaken van de Haagse Hogeschool beslag gelegd op de tweede prijs.
By Leilani Werleman
Changing the Aruban education system to Papiamento will limit students’ opportunities in higher education and professional fields, where Dutch remains vital for success.
Language is a vital part of cultural identity, particularly in small, close-knit communities like those found in Aruba. However, when it comes to education, the language of instruction must also serve a practical function: equipping students with the tools they need to thrive academically and professionally in an increasingly interconnected world. Over the past few years, Aruba’s shift to Papiamento as the primary language of instruction has sparked intense debate. While this move is seen by some as a way to preserve local culture and language, it raises significant concerns about its long-term impact on students’ opportunities. Critics argue that this policy creates disparities, particularly in access to Dutch, an essential language for higher education and many professional fields within the Kingdom of the Netherlands.
This essay explores the implications of this linguistic shift, focusing on the barriers it poses to students’ educational and career prospects. Drawing on examples from neighboring Curaçao and expert insights into language acquisition, the analysis highlights how an overemphasis on Papiamento risks isolating students from global opportunities. By examining the practical challenges of implementing Papiamento as the sole language of instruction, this essay argues for a more balanced, multilingual approach that values cultural heritage while preparing students for success in a globalized world.
The Situation in Aruba: A Drastic and Unfair Shift
In Aruba, a controversial shift to Papiamento as the primary language of instruction began in November 2021, following a plan by the Education Inspectorate Service. The decision was ostensibly based on public preference, though evidence of such research is lacking. Now, nearly all schools have transitioned, with the exception of Mon Plaisir College and Schakel College, which retain Dutch instruction because over 50% of their student populations are Dutch-speaking at home. However, this exception creates a stark inequity: only students in these schools maintain access to Dutch academic resources, granting them a significant advantage in educational and career prospects both locally and abroad.
The current system effectively limits opportunities for students in Papiamento-instructed schools. Proficiency in Dutch is a crucial requirement for many careers in Aruba, as well as for higher education in the Netherlands, where final exams are standardized across the Kingdom. Reflecting on my own experience, having studied in Dutch from the age of five, I found the final exams extremely challenging despite years of preparation. (Examenblad, Centrale examens in het Caribisch gebied) For students who begin learning Dutch only in adolescence, the likelihood of succeeding in these exams is slim. (Dienst Inspectie van het Onderwijs, Doorlichting can het Arubaanse Onderwijbestel (November 2021)
Linguistic Development and Cognitive Challenges
Language acquisition research debunks the notion that focusing solely on Papiamento in early education aids the learning of other languages. According to Jos, a language coach, Papiamento’s simplicity as a language, originating as a dialect, does not prepare students for mastering more complex languages like Dutch, which features intricate grammar rules. The same challenges apply to Spanish and English. Starting late with these languages leaves students at a significant disadvantage, impeding their academic and professional progress. One of the central issues is the scarcity of academic resources available in Papiamento. Unlike Dutch, English, or Spanish, Papiamento lacks a robust body of academic literature, textbooks, and research materials. This limitation significantly narrows students’ access to the wealth of knowledge necessary for higher education and professional development.
Without exposure to comprehensive and diverse educational content, students are at a distinct disadvantage, struggling to compete in academic environments where major global languages dominate. Papiamento holds undeniable cultural significance; it falls short in preparing students for the global job market. In today’s interconnected world, proficiency in at least one major language, whether Dutch, English, or Spanish, is essential. These languages open doors to international career opportunities, advanced studies, and participation in broader professional networks. By focusing solely on Papiamento, the education system inadvertently isolates students, limiting their ability to engage with the wider world and diminishing their competitiveness on a global stage. (Juana Kibbelaar, 70 jaar onderwijsdebat belemmert de ontwikkeling van de ABC-eilanden (2023)
Balancing cultural identity with practical considerations is crucial
While Papiamento is undeniably a cornerstone of the islands’ heritage and a marker of cultural identity, its role as the primary language of instruction should not come at the expense of students’ future prospects. A comprehensive educational model must acknowledge the value of Papiamento in preserving cultural roots while simultaneously integrating major global languages such as Dutch, English, or Spanish. This dual approach enables students to maintain their connection to their cultural identity while equipping them with the linguistic tools necessary to navigate and succeed in international environments. An education system that prioritizes multilingualism offers students broader access to academic and professional opportunities.
Papiamento, despite its cultural significance, has limited reach in global academic and professional circles. Conversely, proficiency in widely spoken languages opens doors to higher education, employment, and international collaboration. Therefore, schools must strike a balance: fostering pride in local culture and language while preparing students to engage confidently in the global marketplace. Educational policies, especially those regarding language instruction, should be based on empirical evidence and best practices rather than ideological or cultural considerations alone. The risk of letting linguistic pride dictate these policies is that they may fail to adequately equip students for real-world challenges. Educational systems should focus on tangible outcomes, such as academic success, critical thinking skills, and the ability to adapt to diverse environments.
This means adopting evidence-based approaches that prioritize the development of competencies essential for both local and international success. (Interview, Joslenny de Veer-Chiquito (20 Oktober 2024) Symbolic gestures alone, such as the exclusive promotion of Papiamento, may inadvertently hinder students’ progress and limit their horizons. Inclusivity within the Kingdom of the Netherlands also depends heavily on linguistic competency. Dutch plays a central role as the language of higher education, governance, and national dialogue. For students from the Caribbean islands, a strong command of Dutch is not merely advantageous but essential for full participation in the Kingdom’s political, academic, and professional spheres. Dutch provides access to resources, networks, and opportunities that are critical for personal and professional growth. It serves as a bridge to broader cultural and professional integration, enabling students to seamlessly transition between their local communities and the wider Dutch-speaking world.
By emphasizing Dutch as a key component of education, alongside Papiamento, schools can prepare students to thrive in diverse contexts while fostering a sense of belonging within the Kingdom. This dual-language approach helps students become versatile communicators, capable of engaging meaningfully in both local and global settings. In this way, students are not only empowered to preserve their cultural identity but also equipped to pursue ambitious goals and contribute meaningfully to society, both at home and abroad. (Interview, Marieke Ladrak (2 Oktober 2024)
Evidence from our neighbor Curaçao
Curaçao provides a clear example of why adopting Papiamento as the primary language of instruction may hinder rather than help students. On April 3rd, 2022, an article in the Antilliaans Dagblad detailed the Roman Catholic Central School Board’s (RKCS) decision to increase Dutch as the primary instructional language in several primary schools. Starting in the 2023/2024 academic year, four additional schools will adopt a Dutch-only model in the early grades to better prepare students for secondary education, where Dutch is essential. This shift aims to bridge gaps in Dutch proficiency, which significantly impact students’ performance across subjects.
Additionally, RKCS is responding to parental demand by introducing English as the language of instruction in one school, supported by local and international partners. This decision underscores the importance of aligning educational strategies with societal needs and ensuring students are prepared for both local and international career opportunities. (Antilliaans Dagblad, Meer Nederlands in FO (3 April 2022) This disparity is illustrated by the experience of Norgelle ‘Sontje’ Wijman, an electrical engineering student from Curaçao. In an interview with Caribisch Netwerk, Sontje described his struggles in the Netherlands, despite taking a Dutch language course before leaving Curaçao. His limited Dutch proficiency left him isolated, struggling to understand lectures and communicate with peers. “After school, I would go home, feeling lonely, with tears streaming down my face,” he recounted. Such experiences highlight the real cost of inadequate language preparation in the Caribbean education system. (Antilliaans Dagblad, Olifant in Onderwijsland (7 november 2024)
Conclusion
Looking ahead, the future of Aruba’s education system lies in striking a balance between preserving cultural identity and equipping students for global success. The current emphasis on Papiamento as the primary language of instruction, while well-intentioned, risks limiting students’ potential in higher education and the international job market. To build a more equitable and effective system, educational policies must evolve to embrace multilingualism, integrating Papiamento with major global languages such as Dutch and English. This forward-thinking approach would not only honor the island’s rich cultural heritage but also provide students with the linguistic tools necessary to thrive in an increasingly interconnected world. By adapting its language policies, Aruba can pave the way for a more inclusive, competitive, and future-ready education system that empowers every student to achieve their full potential.
Uit het juryrapport: Als je het hebt over een dilemma is dat wel de taalkwestie. De keuze van het Papiaments als instructietaal in het onderwijs valt in cultureel opzicht toe te juichen. Het versterkt de eigen identiteit die elk volk verbindt. Maar de keerzijde is dat jongeren die in Nederland gaan studeren minder goede studieresultaten behalen door een taalachterstand. Leilani pleit in een goed onderbouwd betoog voor meertaligheid in het onderwijs. Zij doet dat overigens niet in het Papiaments en ook niet in het Nederlands, maar in het Engels. Misschien ligt daarin wel de oplossing van het dilemma: Maak Engels tot Koninkrijkstaal, dat draagt vast en zeker bij aan gelijke kansen in het Koninkrijk.