Huub Oattes, R. Oostdam, H. J. Graaff, R. Fukkink, A. Wilschut
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引用次数: 5
Abstract
This small-scale observational study explores how Dutch bilingual education history teachers (BHTs) focus on the
L2 component in their CLIL-lessons. We observed and rated eight BHTs on five language teaching categories. Results show that Dutch
BHTs focus more strongly on using the L2 to teach subject content and that they tend to be less engaged in teaching specific
second language topics, such as focus on form or language learning strategies. Further results and suggestions for improving the
BHTs’ L2 focus are discussed together with a plea for a CLIL definition that is more in line with the everyday reality of the CLIL
classroom.
期刊介绍：
The Dutch Journal of Applied Linguistics (DuJAL) focuses on promoting Dutch and Belgian work in applied linguistics among an international audience, but also welcomes contributions from other countries. It caters for both the academic society in the field and for language and communication experts working in other contexts, such as institutions involved in language policy, teacher training, curriculum development, assessment, and educational and communication consultancy. DuJAL is the digital continuation of Toegepaste Taalwetenschap in Artikelen, which had been the journal of Anéla, the Dutch Association of Applied Linguistics, for forty years. Like its predecessor, DuJAL wants to offer a platform to young researchers in applied linguistics, i.e. PhD candidates and MA students. In order to maintain a high standard all submissions are subjected to a ‘double blind’ review by at least one external reviewer and two of the editors. Contributions may be written in Dutch, English, German or French.
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