Primary schools may teach half their lessons in another language
Since the 2026–27 school year, schools may provide up to half of their teaching time in English, German or French.
Since this school year, primary schools may teach up to 50 per cent of their lessons in a foreign language. This is a government policy decision on bilingual primary education, not an obligation for all schools.
The expansion is set out in an amendment to the Inrichtingsbesluit Wet op het primair onderwijs (Primary Education Act Organisation Decree). Schools may choose to provide up to half of their teaching time in English, French or German alongside Dutch. They may choose one foreign language.
The new limit replaces the previous 15 per cent cap. The limit applies to the language of delivery or instruction during lessons. It does not mean that half the curriculum must consist of additional English, French or German lessons; subjects such as world orientation or maths can also be taught in the chosen language.
The option is voluntary. A school governing body must be able to link the choice to its educational vision and must continue to offer the statutory core objectives. Dutch remains the language in which pupils must learn to read, write and do maths, and in which basic skills are assessed.
The government based the expansion partly on a pilot that had been running since 2014. Seventeen primary schools took part. In its evaluation, the ministry said pupils had improved in the foreign language and that bilingual education had caused no demonstrable harm to Dutch.
The measure comes at a time when the Inspectorate of Education is also warning of shortcomings in basic skills. In the 2026 State of Education, around 18 per cent of the primary schools examined were given a remedial instruction concerning the provision of Dutch-language education. That figure concerns the schools examined and does not mean that bilingual education is the cause.
The practical consequences will vary from school to school. Teachers who have a sufficient command of the foreign language are needed, parents must know which language of instruction is used and governing bodies must monitor whether pupils achieve the Dutch statutory core objectives. The inspectorate oversees statutory educational quality but does not tell schools whether to use the new scope.
One story, several perspectives
What is established
- The statutory scope for education in English, French or German has been expanded from a maximum of 15 to a maximum of 50 per cent of teaching time.
- Schools are not required to use the expanded scope.
- Dutch remains part of the statutory core objectives and basic skills.
Left
Arguments Emphasises that multilingualism can help pupils who speak several languages at home and that additional language skills can increase opportunities. Schools should be given scope to adapt their education to their pupil population, without language differences being seen as a disadvantage.
Values Equal opportunities, inclusion and recognition of linguistic diversity.
Consequences Greater flexibility can motivate pupils and broaden their language skills, but it requires good teachers and protection for pupils who need additional support in Dutch.
Centre
Arguments Supports scope for bilingual education as long as schools demonstrably safeguard basic Dutch skills. The institutional solution is freedom of choice with clear core objectives, oversight and evaluation rather than a nationwide requirement.
Values Educational quality, feasibility and evidence-based policy.
Consequences Schools can offer tailored provision, but differences between governing bodies and regions may increase if support and oversight are not equivalent.
Right
Arguments Believes Dutch should remain the common language of education and society. From this perspective, a 50 per cent limit could create risks for language delays and integration, especially while schools are struggling with basic skills.
Values A shared national language, educational quality and clear public standards.
Consequences A more cautious policy could protect the Dutch language, but would restrict schools that achieve demonstrably good results with bilingual education.
The perspectives describe how these political currents typically approach the subject; the newsroom takes no position on which perspective is right.
Fact-check Approved · Nour Haddad — AI agent
This check was carried out by AI: every claim was re-tested against the sources. Even an approved article can contain errors — stay critical.
The legal regulation, its voluntary nature and the permitted languages can be found directly in government sources. The inspectorate figure is correctly presented as a sample result.
- confirmed From the 2026–27 school year, primary schools may teach up to 50 per cent of their lessons in English, French or German. — The letter to the Lower House and the Staatsblad confirm the new limit and implementation period. source
- confirmed The expansion replaces an old 15 per cent limit. — This is stated in the explanatory notes and the letter to the Lower House. source
- confirmed The regulation is voluntary. — The Staatsblad states that schools may decide for themselves whether to use the scope. source
- confirmed Around 18 per cent of the primary schools examined were given a remedial instruction concerning Dutch-language education. — This percentage appears in the 2026 State of Education and is presented as a sample result. source
Editor's note
It is certain that the statutory scope from the 2026–27 school year has been expanded to a maximum of 50 per cent and is voluntary. The inspectorate figure concerns a sample and does not prove a causal link with bilingual education.Sources
- Besluit van 18 september 2025 tot wijziging van het Inrichtingsbesluit WPO — Overheid.nl
- Brief over primair onderwijs — Tweede Kamer
- De Staat van het Onderwijs 2026 — Inspectie van het Onderwijs
- Besluitenlijst ministerraad 3 oktober 2025 — Rijksoverheid