M. Irshad, Merel Keijzer, M. Wieling, Marjolijn H. Verspoor
The current paper explores whether a Dynamic Usage Based (DUB) approach – which takes authentic meaningful language use with repetition and scaffolding for comprehension as its basis – can also be implemented in a CALL environment. The effectiveness of the DUB-CALL program was tested in a semester-long experiment, comparing it with a teacher-fronted DUB program (using the same materials as the CALL program) and a traditional CLT program; 228 university undergraduates in Sri Lanka participated. Language gains were assessed in a pre-post design with an objective General English Proficiency (GEP) test and a writing task. The results show that the students in the DUB-CALL condition performed significantly better on the GEP test than the students in the two teacher-fronted classes. The results of the writing tests show that all groups improved significantly, but here there were no differences among groups.
{"title":"Effectiveness of a dynamic usage based computer assisted language program","authors":"M. Irshad, Merel Keijzer, M. Wieling, Marjolijn H. Verspoor","doi":"10.1075/DUJAL.16018.IRS","DOIUrl":"https://doi.org/10.1075/DUJAL.16018.IRS","url":null,"abstract":"\u0000 The current paper explores whether a Dynamic Usage Based (DUB) approach – which takes authentic meaningful\u0000 language use with repetition and scaffolding for comprehension as its basis – can also be implemented in a CALL environment. The\u0000 effectiveness of the DUB-CALL program was tested in a semester-long experiment, comparing it with a teacher-fronted DUB program\u0000 (using the same materials as the CALL program) and a traditional CLT program; 228 university undergraduates in Sri Lanka\u0000 participated. Language gains were assessed in a pre-post design with an objective General English Proficiency (GEP) test and a\u0000 writing task. The results show that the students in the DUB-CALL condition performed significantly better on the GEP test than the\u0000 students in the two teacher-fronted classes. The results of the writing tests show that all groups improved significantly, but\u0000 here there were no differences among groups.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41454812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study investigates the effect of prosodic feature awareness training on the intelligibility of speech produced by Iranian interpreter trainees. Two groups of student interpreters were formed. All were native speakers of Farsi who studied English translation and interpreting at the BA level. Participants took a pretest of speaking skills before starting the program so that their speech intelligibility level was rated. The control group listened to authentic audio tracks in English and discussed their contents, watched authentic English movies, discussed issues in the movies in pairs in the classroom. The experimental group spent part of the time on theoretical explanation of, and practical exercises with, English prosody. Students then took a posttest in speaking skills so that the effect of treatment on the intelligibility of their speech could be assessed. The results show that the prosody awareness training significantly improved the students’ speech intelligibility.
{"title":"Effects of prosody awareness training on the intelligibility of Iranian interpreter trainees in English","authors":"Mahmood Yenkimaleki, V. J. Heuven","doi":"10.1075/dujal.17023.yen","DOIUrl":"https://doi.org/10.1075/dujal.17023.yen","url":null,"abstract":"\u0000 The present study investigates the effect of prosodic feature awareness training on the intelligibility of speech\u0000 produced by Iranian interpreter trainees. Two groups of student interpreters were formed. All were native speakers of Farsi who\u0000 studied English translation and interpreting at the BA level. Participants took a pretest of speaking skills before starting the\u0000 program so that their speech intelligibility level was rated. The control group listened to authentic audio tracks in English and\u0000 discussed their contents, watched authentic English movies, discussed issues in the movies in pairs in the classroom. The\u0000 experimental group spent part of the time on theoretical explanation of, and practical exercises with, English prosody. Students\u0000 then took a posttest in speaking skills so that the effect of treatment on the intelligibility of their speech could be assessed.\u0000 The results show that the prosody awareness training significantly improved the students’ speech intelligibility.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42083844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined the effect of task mode (written vs. spoken) and discourse mode (pair vs. individual) on advanced Iranian EFL learners’ task performance. Participants, four groups of advanced learners, performed a narrative task in four conditions: the first group of participants performed the task individually in a spoken mode, the second group performed the task individually in a written mode, the third group performed the task in pairs in a spoken mode, and the participants in the fourth group performed the task in pairs in a written mode. The results indicated that the participants’ performances, in terms of complexity, accuracy, and fluency improved greatly among learners who worked in pairs rather than individually, and those who performed written tasks rather than oral ones.
{"title":"The effect of task modality and discourse mode on EFL learners’ narrative task performance","authors":"Majid Asgari, Sakineh Jafari","doi":"10.1075/DUJAL.17031.ASG","DOIUrl":"https://doi.org/10.1075/DUJAL.17031.ASG","url":null,"abstract":"\u0000This study examined the effect of task mode (written vs. spoken) and discourse mode (pair vs. individual) on advanced Iranian EFL learners’ task performance. Participants, four groups of advanced learners, performed a narrative task in four conditions: the first group of participants performed the task individually in a spoken mode, the second group performed the task individually in a written mode, the third group performed the task in pairs in a spoken mode, and the participants in the fourth group performed the task in pairs in a written mode. The results indicated that the participants’ performances, in terms of complexity, accuracy, and fluency improved greatly among learners who worked in pairs rather than individually, and those who performed written tasks rather than oral ones.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46923176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Orthography is considered to be a major problem in Dutch education, since many pupils don’t seem to be able to master orthographic rules, even after years of education. In educational literature it is argued that the problems related to spelling are caused by approaches that focus more on rules of thumb than on linguistic insights. This is somewhat remarkable, since a good understanding of the Dutch orthographic system requires a fair amount of morphological knowledge. In order to effectively implement this knowledge, the development of a morphological awareness (MA) seems to be required. Therefore, a short intervention was designed for the upper levels of secondary schools (4 havo) which aimed to foster MA and, subsequently, improve orthographic skills. Results of this quasi-experimental study indicate that a short intervention can significantly boost MA, but that students don’t seem to be able to use MA effectively to enhance spelling performance.
{"title":"‘Hakken en plakken’","authors":"Ilona J. E. Dols-Koot, Jimmy H. M. van Rijt","doi":"10.1075/dujal.17030.dol","DOIUrl":"https://doi.org/10.1075/dujal.17030.dol","url":null,"abstract":"\u0000 Orthography is considered to be a major problem in Dutch education, since many pupils don’t seem to be able to\u0000 master orthographic rules, even after years of education. In educational literature it is argued that the problems related to\u0000 spelling are caused by approaches that focus more on rules of thumb than on linguistic insights. This is somewhat remarkable,\u0000 since a good understanding of the Dutch orthographic system requires a fair amount of morphological knowledge. In order to\u0000 effectively implement this knowledge, the development of a morphological awareness (MA) seems to be required. Therefore, a short\u0000 intervention was designed for the upper levels of secondary schools (4 havo) which aimed to foster MA and, subsequently, improve\u0000 orthographic skills. Results of this quasi-experimental study indicate that a short intervention can significantly boost MA, but\u0000 that students don’t seem to be able to use MA effectively to enhance spelling performance.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47274401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Linguistic relativity is the influence of language on other realms of cognition. For instance, the way movement is expressed in a person’s native language may influence how they perceive movement. Motion event encoding (MEE) is usually framed as a typological dichotomy. Path-in-verb languages tend to encode path information within the verb (e.g., ‘leave’), whereas manner-in-verb languages encode manner (e.g., ‘jump’). The results of MEE-based linguistic relativity experiments range from no effect to effects on verbal and nonverbal cognition. Seeking a more definitive conclusion, we propose linguistic and experimental enhancements. First, we examine state-of-the-art typology, suggesting how a recent MEE classification across twenty languages (Verkerk, 2014) may enable more powerful analyses. Second, we review procedural challenges such as the influence of verbal thought and second-guessing in experiments. To tackle these challenges, we propose distinguishing verbal and nonverbal subgroups, and having enough filler items. Finally we exemplify this in an experimental design.
{"title":"More refined typology and design in linguistic\u0000 relativity","authors":"P. Bernabeu, Richard Tillman","doi":"10.1075/DUJAL.15019.BER","DOIUrl":"https://doi.org/10.1075/DUJAL.15019.BER","url":null,"abstract":"\u0000 Linguistic relativity is the influence of language on other\u0000 realms of cognition. For instance, the way movement is expressed in a person’s\u0000 native language may influence how they perceive movement. Motion event encoding\u0000 (MEE) is usually framed as a typological dichotomy.\u0000 Path-in-verb languages tend to encode path information\u0000 within the verb (e.g., ‘leave’), whereas manner-in-verb\u0000 languages encode manner (e.g., ‘jump’). The results of MEE-based linguistic\u0000 relativity experiments range from no effect to effects on verbal and nonverbal\u0000 cognition. Seeking a more definitive conclusion, we propose linguistic and\u0000 experimental enhancements. First, we examine state-of-the-art typology,\u0000 suggesting how a recent MEE classification across twenty languages (Verkerk, 2014) may enable more powerful\u0000 analyses. Second, we review procedural challenges such as the influence of\u0000 verbal thought and second-guessing in experiments. To tackle these challenges,\u0000 we propose distinguishing verbal and nonverbal subgroups, and having enough\u0000 filler items. Finally we exemplify this in an experimental design.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45766392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Studies on the speech and language development of hearing-impaired children often focus on (deviations in) the children’s speech production. However, it is unclear if listeners also perceive differences between the speech of normally hearing and hearing-impaired children. This contribution wants to fill this void by investigating the overall perceived speech quality of both groups. Three groups of listeners (speech and language pathologists, primary school teachers and inexperienced listeners) judged 126 utterances of seven normally hearing children, seven children with an acoustic hearing aid and seven children with a cochlear implant, in a comparative judgment task. All children were approximately seven years old and received, in the case of the hearing-impaired children, their assistive hearing device before the age of two. The online tool D-PAC was used to administer the comparative judgement task. The listeners compared stimuli in pairs and decided which stimulus sounded best. This method ultimately leads to a ranking in which all stimuli are represented according to their overall perceived speech quality. The main result is that the speech of normally hearing children was preferred by the listeners. This indicates that, even after several years of device use, the speech quality of hearing-impaired children is perceived as different from that of normally hearing children. Within the group of hearing-impaired children, cochlear implanted children were judged to exhibit higher speech quality than acoustically hearing aided children, especially after a longer device use. The speech quality of the latter group, on the other hand, remained practically stable. Listeners, irrespectively of their degree of experience with (hearing-impaired) children’s speech, completed the task similarly. In other words: the difference between the overall perceived speech quality of normally hearing and hearing-impaired children is salient for all listener groups and they all slightly preferred children with a cochlear implant over children with an acoustic hearing aid.
{"title":"Identificeerbaarheid van kinderen met een gehoorbeperking","authors":"Nathalie Boonen, H. Kloots, S. Gillis","doi":"10.1075/dujal.18017.boo","DOIUrl":"https://doi.org/10.1075/dujal.18017.boo","url":null,"abstract":"\u0000 Studies on the speech and language development of hearing-impaired children often focus on (deviations in) the\u0000 children’s speech production. However, it is unclear if listeners also perceive differences\u0000 between the speech of normally hearing and hearing-impaired children. This contribution wants to fill this void by investigating\u0000 the overall perceived speech quality of both groups. Three groups of listeners (speech and language pathologists, primary school\u0000 teachers and inexperienced listeners) judged 126 utterances of seven normally hearing children, seven children with an acoustic\u0000 hearing aid and seven children with a cochlear implant, in a comparative judgment task. All children were approximately seven\u0000 years old and received, in the case of the hearing-impaired children, their assistive hearing device before the age of two.\u0000 The online tool D-PAC was used to administer the comparative judgement task. The listeners compared stimuli in\u0000 pairs and decided which stimulus sounded best. This method ultimately leads to a ranking in which all stimuli are represented\u0000 according to their overall perceived speech quality.\u0000 The main result is that the speech of normally hearing children was preferred by the listeners. This indicates\u0000 that, even after several years of device use, the speech quality of hearing-impaired children is perceived as different from that\u0000 of normally hearing children. Within the group of hearing-impaired children, cochlear implanted children were judged to exhibit\u0000 higher speech quality than acoustically hearing aided children, especially after a longer device use. The speech quality of the\u0000 latter group, on the other hand, remained practically stable. Listeners, irrespectively of their degree of experience with\u0000 (hearing-impaired) children’s speech, completed the task similarly. In other words: the difference between the overall perceived\u0000 speech quality of normally hearing and hearing-impaired children is salient for all listener groups and they all slightly\u0000 preferred children with a cochlear implant over children with an acoustic hearing aid.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59423785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this study we conducted an experiment aiming to compare the performance of language learners and digital grammar checkers at supplying gender marking in French. A set of test items exhibiting typical gender marking configurations was submitted to three grammar checkers for French (Antidote, Scribens and BonPatron). The outcomes were compared to those of native speakers and second language learners of French at a B1 level. The results revealed that only Antidote and Scribens outperformed both native speakers and second language learners of French in adjective-noun and fronted noun-past participle agreement constructions. An opposite pattern, however, appeared for clitic-past participle constructions for which native speakers outperformed Antidote and Scribens. We thus conclude that from the three grammar checkers under investigation, Antidote and Scribens might be effective to improve the native speakers’ and second language learners’ awareness of gender marking errors, but only in adjective-noun and fronted noun-past participle agreement constructions.
{"title":"On the performance of modern digital grammar checkers for native and second language learners","authors":"M. Bril","doi":"10.1075/DUJAL.18009.BRI","DOIUrl":"https://doi.org/10.1075/DUJAL.18009.BRI","url":null,"abstract":"In this study we conducted an experiment aiming to compare the performance of language learners and digital\u0000 grammar checkers at supplying gender marking in French. A set of test items exhibiting typical gender marking configurations was\u0000 submitted to three grammar checkers for French (Antidote, Scribens and BonPatron). The outcomes were compared to those of native\u0000 speakers and second language learners of French at a B1 level.\u0000 The results revealed that only Antidote and Scribens outperformed both native speakers and second language\u0000 learners of French in adjective-noun and fronted noun-past participle agreement constructions. An opposite pattern, however,\u0000 appeared for clitic-past participle constructions for which native speakers outperformed Antidote and Scribens.\u0000 We thus conclude that from the three grammar checkers under investigation, Antidote and Scribens might be\u0000 effective to improve the native speakers’ and second language learners’ awareness of gender marking errors, but only in\u0000 adjective-noun and fronted noun-past participle agreement constructions.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49199990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the present paper, we compare L2 English influence on French third language acquisition (L3A) in first-year and third-year bilingual stream secondary school students and in third-year mainstream secondary school students by means of a gap-filling task. We found that the influence of L2 English on French L3A increases from first- to third-year bilingual students, which is not the case in the mainstream group. This raises the question if L2 influence on L3A in bilingual education is the result of the increased L2 exposure or of a higher L2 proficiency, factors that both have been claimed to play a role in L3A-research (Hammarberg, 2001; Tremblay, 2006; Jaensch, 2009). The results of this study show that there is no individual correlation between L2 English proficiency and influence of English in L3 French learning. Therefore, we suggest that it is L2 exposure rather than L2 proficiency that leads to more influence of the L2 in L3 French.
{"title":"The influence of L2 English on L3 French acquisition in bilingual education*","authors":"R. Stadt, A. Hulk, P. Sleeman","doi":"10.1075/DUJAL.18006.STA","DOIUrl":"https://doi.org/10.1075/DUJAL.18006.STA","url":null,"abstract":"\u0000 In the present paper, we compare L2 English influence on French third language acquisition (L3A) in first-year and\u0000 third-year bilingual stream secondary school students and in third-year mainstream secondary school students by means of a\u0000 gap-filling task. We found that the influence of L2 English on French L3A increases from first- to third-year bilingual students,\u0000 which is not the case in the mainstream group. This raises the question if L2 influence on L3A in bilingual education is the\u0000 result of the increased L2 exposure or of a higher L2 proficiency, factors that both have been claimed to play a role in\u0000 L3A-research (Hammarberg, 2001; Tremblay,\u0000 2006; Jaensch, 2009). The results of this study show that there is no\u0000 individual correlation between L2 English proficiency and influence of English in L3 French learning. Therefore, we suggest that\u0000 it is L2 exposure rather than L2 proficiency that leads to more influence of the L2 in L3 French.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44262559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Within the Netherlands, Content and Language Integrated Learning (CLIL) in foreign language teaching can be considered a sibling of ‘Language Oriented Content Teaching’ (LOCT), a pedagogy in mainstream classes with second language learners of Dutch, where Dutch is used as language of instruction. This article characterizes two decades of research on LOCT through Dutch in multilingual schools and discusses its relevance for CLIL development. A distinctive feature is the discourse coalition between subject and language researchers, teacher educators, curriculum development staff and others. Their cooperation furthered the identification of disciplinary literacies and subject specific language pedagogies which can be seen as a renewed conceptualization of content obligatory language (Snow, Met, & Genesee, 1989). LOCT work in the Dutch context shows how content obligatory language that is relevant and feasible can be identified and included in content teachers’ pedagogies, findings that might be useful for the further development of CLIL.
{"title":"Teaching content through Dutch as a second language","authors":"M. Hajer","doi":"10.1075/DUJAL.18001.HAJ","DOIUrl":"https://doi.org/10.1075/DUJAL.18001.HAJ","url":null,"abstract":"Within the Netherlands, Content and Language Integrated Learning (CLIL) in foreign language teaching can be considered a sibling of ‘Language Oriented Content Teaching’ (LOCT), a pedagogy in mainstream classes with second language learners of Dutch, where Dutch is used as language of instruction. This article characterizes two decades of research on LOCT through Dutch in multilingual schools and discusses its relevance for CLIL development. A distinctive feature is the discourse coalition between subject and language researchers, teacher educators, curriculum development staff and others. Their cooperation furthered the identification of disciplinary literacies and subject specific language pedagogies which can be seen as a renewed conceptualization of content obligatory language (Snow, Met, & Genesee, 1989). LOCT work in the Dutch context shows how content obligatory language that is relevant and feasible can be identified and included in content teachers’ pedagogies, findings that might be useful for the further development of CLIL.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46819545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The contribution at hand provides a discussion of the six articles in this special issue on bilingual education and CLIL. It does so against the background of recent conceptual and empirical insights and the author’s perspective as an “outsider from the inside”, i.e. as a visitor to Dutch CLIL schools, a CLIL researcher and part-time teacher at a German CLIL school. The studies and resulting suggestions presented in this volume mark the way forward to a more efficient and effective CLIL practice in the Netherlands and beyond. At the same time, it becomes clear that there are still many open questions and issues to be looked into as CLIL is an intricate and challenging and endeavour for teachers, students, researchers and educational policy alike.
{"title":"Current research on CLIL and bilingual education in the Netherlands","authors":"Dominik Rumlich","doi":"10.1075/DUJAL.00003.RUM","DOIUrl":"https://doi.org/10.1075/DUJAL.00003.RUM","url":null,"abstract":"\u0000 The contribution at hand provides a discussion of the six articles in this special issue on bilingual education\u0000 and CLIL. It does so against the background of recent conceptual and empirical insights and the author’s perspective as an\u0000 “outsider from the inside”, i.e. as a visitor to Dutch CLIL schools, a CLIL researcher and part-time teacher at a German CLIL\u0000 school. The studies and resulting suggestions presented in this volume mark the way forward to a more efficient and effective CLIL\u0000 practice in the Netherlands and beyond. At the same time, it becomes clear that there are still many open questions and issues to\u0000 be looked into as CLIL is an intricate and challenging and endeavour for teachers, students, researchers and educational policy\u0000 alike.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49055880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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