In bilingual streams in the Netherlands, school subjects are taught in an additional language so that pupils learn both subject content and the target language by using language meaningfully. Teachers of English in bilingual streams (TEBs) are often expected to collaborate with subject teacher colleagues (STs). In addition, they teach separate language lessons. This provides TEBs with specific challenges. This article reports on a focus group (FG) study exploring the extent to which the ideals of stakeholders in bilingual schools in the Netherlands reflect the literature on this topic, using a frame of reference developed for this purpose (Dale, Oostdam, & Verspoor, 2017). Five FGs were held with TEBs and STs from Dutch schools in the network for bilingual education and with members of the network’s quality assurance panels. Each FG consisted of between three and six participants with a similar role in bilingual education; audit panel chairpersons, audit panel secretaries and STs and TEBs from different schools. Participants were asked to discuss what an ideal English teacher would do in English lessons and in cooperation with subject colleagues. Data consists of five transcripts of the FG discussions. On the basis of inductive and deductive analyses (using MaxQDA), the ideals of stakeholders are positioned in the framework to explore to what extent different types of stakeholders have complementary or conflicting views. The findings suggest that stakeholders need to develop more shared understandings and a shared language to allow TEBs to realise their ambitions.
{"title":"Juggling ideals and constraints","authors":"L. Dale, R. Oostdam, Marjolijn H. Verspoor","doi":"10.1075/DUJAL.18002.DAL","DOIUrl":"https://doi.org/10.1075/DUJAL.18002.DAL","url":null,"abstract":"\u0000 In bilingual streams in the Netherlands, school subjects are taught in an additional language so that pupils learn\u0000 both subject content and the target language by using language meaningfully. Teachers of English in bilingual streams (TEBs) are\u0000 often expected to collaborate with subject teacher colleagues (STs). In addition, they teach separate language lessons. This\u0000 provides TEBs with specific challenges. This article reports on a focus group (FG) study exploring the extent to which the ideals\u0000 of stakeholders in bilingual schools in the Netherlands reflect the literature on this topic, using a frame of reference developed\u0000 for this purpose (Dale, Oostdam, & Verspoor, 2017). Five FGs were held with TEBs\u0000 and STs from Dutch schools in the network for bilingual education and with members of the network’s quality assurance panels. Each\u0000 FG consisted of between three and six participants with a similar role in bilingual education; audit panel chairpersons, audit\u0000 panel secretaries and STs and TEBs from different schools. Participants were asked to discuss what an ideal English teacher would\u0000 do in English lessons and in cooperation with subject colleagues. Data consists of five transcripts of the FG discussions. On the\u0000 basis of inductive and deductive analyses (using MaxQDA), the ideals of stakeholders are positioned in the framework to explore to\u0000 what extent different types of stakeholders have complementary or conflicting views. The findings suggest that stakeholders need\u0000 to develop more shared understandings and a shared language to allow TEBs to realise their ambitions.","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":"49122805","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}
E. V. Kampen, Tessa Mearns, J. Meirink, W. Admiraal, A. Berry
Research into the pedagogies employed by CLIL teachers has been limited to date and, as such, has been identified as a key area in need of further investigation (Pérez-Cañado, 2012; Dalton-Puffer & Smit, 2013). This review uses an elaborated 4Cs Analysis Framework (adapted from Coyle, Hood, & Marsh, 2010; Coyle, 2015a, 2015b) as a basis for analysis of studies of pedagogies implemented by CLIL subject teachers internationally and in Dutch classrooms. This allows us to place the Dutch situation in an international context and to identify avenues for future research and development. The following questions guided the review: (1) What appear to be the most prominent international trends with regard to the implementation of the 4Cs in CLIL subject pedagogies?; and, (2) To what extent do Dutch CLIL subject pedagogies appear to reflect these international trends? Findings about pedagogies reported in the reviewed studies suggest that, in general, studies from the Netherlands stand out compared to international studies in several respects. Specifically, there is evidence of a relatively strong pedagogic focus in the Netherlands on developing students’ intercultural competence. The Dutch studies also stand out, however, for not addressing the role that the L1 can play in CLIL pedagogy. Furthermore, a main finding is that both the Dutch and the international studies reviewed provide little insight into aspects of CLIL pedagogy related to subject-specific culture and into ways in which content and language are integrated.
{"title":"How do we measure up?","authors":"E. V. Kampen, Tessa Mearns, J. Meirink, W. Admiraal, A. Berry","doi":"10.1075/DUJAL.18004.KAM","DOIUrl":"https://doi.org/10.1075/DUJAL.18004.KAM","url":null,"abstract":"\u0000 Research into the pedagogies employed by CLIL teachers has been limited to date and, as such, has been identified\u0000 as a key area in need of further investigation (Pérez-Cañado, 2012; Dalton-Puffer & Smit, 2013). This review uses an elaborated 4Cs Analysis Framework\u0000 (adapted from Coyle, Hood, & Marsh, 2010; Coyle, 2015a, 2015b) as a basis for analysis of studies of pedagogies\u0000 implemented by CLIL subject teachers internationally and in Dutch classrooms. This allows us to place the Dutch situation in an\u0000 international context and to identify avenues for future research and development. The following questions guided the review: (1)\u0000 What appear to be the most prominent international trends with regard to the implementation of the 4Cs in CLIL subject\u0000 pedagogies?; and, (2) To what extent do Dutch CLIL subject pedagogies appear to reflect these international trends? Findings about\u0000 pedagogies reported in the reviewed studies suggest that, in general, studies from the Netherlands stand out compared to\u0000 international studies in several respects. Specifically, there is evidence of a relatively strong pedagogic focus in the\u0000 Netherlands on developing students’ intercultural competence. The Dutch studies also stand out, however, for not addressing the\u0000 role that the L1 can play in CLIL pedagogy. Furthermore, a main finding is that both the Dutch and the international studies\u0000 reviewed provide little insight into aspects of CLIL pedagogy related to subject-specific culture and into ways in which content\u0000 and language are integrated.","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":"46504557","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 paper sketches the historic relationship between practice and academic interest in Dutch bilingual education, from the perspective of policy-makers and practitioners. It highlights the recent developments in the field and offers suggestions for future research that might support its further development.
{"title":"Expanding the field","authors":"Onno van Wilgenburg, B. V. Rooijen","doi":"10.1075/DUJAL.00004.WIL","DOIUrl":"https://doi.org/10.1075/DUJAL.00004.WIL","url":null,"abstract":"\u0000 This paper sketches the historic relationship between practice and academic interest in Dutch bilingual education,\u0000 from the perspective of policy-makers and practitioners. It highlights the recent developments in the field and offers suggestions\u0000 for future research that might support its further development.","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":"44165042","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}
{"title":"CLIL and Bilingual Education in the Netherlands","authors":"","doi":"10.1075/dujal.7.2","DOIUrl":"https://doi.org/10.1075/dujal.7.2","url":null,"abstract":"","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":"41945440","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 Netherlands is often held up an example of a ‘success story’ in terms of practices and research regarding the teaching and learning of subject content in a second language (de Graaff & van Wilgenburg, 2015; Pérez-Cañado, 2012). Nearly 30 years after its initial beginnings, bilingual secondary education in the Netherlands continues to thrive and to evolve in fitting with educational demands, as does the research associated with it. This Special Issue includes contributions addressing Content and Language Integrated Learning (CLIL) as a pedagogical approach in the context of bilingual education as a curricular paradigm, both specifically within the Dutch context. The issue contains six research articles from different perspectives, supported by discussions both from an international research standpoint and from the educational field. It is hoped that the publication of this issue will not only indicate a next stage for bilingual education policy and practice, but also give impetus to new areas for research.
在第二语言教学和学习主题内容的实践和研究方面，荷兰经常被视为一个“成功故事”的例子(de Graaff & van Wilgenburg, 2015;Perez-Canado, 2012)。近30年来，荷兰的双语中等教育继续蓬勃发展，并与教育需求相适应，与此相关的研究也在不断发展。本期特刊包括关于内容和语言综合学习(CLIL)作为一种教学方法在双语教育背景下作为一种课程范式的贡献，特别是在荷兰的背景下。本刊包含六篇不同角度的研究文章，并从国际研究角度和教育领域进行了讨论。希望本期的出版不仅为双语教育的政策和实践指明了下一个阶段，也为新的研究领域提供了动力。
{"title":"Bilingual education and CLIL in the Netherlands","authors":"Tessa Mearns, R. Graaff","doi":"10.1075/DUJAL.00002.INT","DOIUrl":"https://doi.org/10.1075/DUJAL.00002.INT","url":null,"abstract":"\u0000 The Netherlands is often held up an example of a ‘success story’ in terms of practices and research regarding the teaching and learning of subject content in a second language (de Graaff & van Wilgenburg, 2015; Pérez-Cañado, 2012). Nearly 30 years after its initial beginnings, bilingual secondary education in the Netherlands continues to thrive and to evolve in fitting with educational demands, as does the research associated with it. This Special Issue includes contributions addressing Content and Language Integrated Learning (CLIL) as a pedagogical approach in the context of bilingual education as a curricular paradigm, both specifically within the Dutch context. The issue contains six research articles from different perspectives, supported by discussions both from an international research standpoint and from the educational field. It is hoped that the publication of this issue will not only indicate a next stage for bilingual education policy and practice, but also give impetus to new areas for research.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":"32 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59423381","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}
Huub Oattes, R. Oostdam, H. J. Graaff, R. Fukkink, A. Wilschut
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.
{"title":"Content and Language Integrated Learning in Dutch bilingual education","authors":"Huub Oattes, R. Oostdam, H. J. Graaff, R. Fukkink, A. Wilschut","doi":"10.1075/DUJAL.18003.OAT","DOIUrl":"https://doi.org/10.1075/DUJAL.18003.OAT","url":null,"abstract":"\u0000 This small-scale observational study explores how Dutch bilingual education history teachers (BHTs) focus on the\u0000 L2 component in their CLIL-lessons. We observed and rated eight BHTs on five language teaching categories. Results show that Dutch\u0000 BHTs focus more strongly on using the L2 to teach subject content and that they tend to be less engaged in teaching specific\u0000 second language topics, such as focus on form or language learning strategies. Further results and suggestions for improving the\u0000 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\u0000 classroom.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41730698","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 effect of bilingual education (BE) on the attitude towards learning English of pupils in the first three years of pre-vocational secondary education in the Netherlands (n = 488) was investigated. Contrary to several other BE/CLIL studies, in the present study pupils choosing for a bilingual stream are not preselected based on their attitude or motivation. Attitude was measured using the Model of Planned Behavior (MPB). The best-fitting attitude model was one in which the perceived importance of learning English was a direct predictor of the Intention to make an effort, and not mediated by Affect. At the start of BE in year 1 (age 12), attitudinal differences between bilingual and mainstream pupils were non-significant, but after one or more years of a bilingual program, BE pupils scored significantly higher on four of the five MPB attitudinal constructs. BE appears to positively influence the attitude towards learning English of junior vocational students.
{"title":"Attitudinal factors and the intention to learn English in pre-vocational secondary bilingual and mainstream\u0000 education*","authors":"J. Denman, E. van Schooten, R. de Graaff","doi":"10.1075/DUJAL.18005.DEN","DOIUrl":"https://doi.org/10.1075/DUJAL.18005.DEN","url":null,"abstract":"\u0000 The effect of bilingual education (BE) on the attitude towards learning English of pupils in the first three years\u0000 of pre-vocational secondary education in the Netherlands (n = 488) was investigated. Contrary to several other\u0000 BE/CLIL studies, in the present study pupils choosing for a bilingual stream are not preselected based on their attitude or\u0000 motivation. Attitude was measured using the Model of Planned Behavior (MPB). The best-fitting attitude model was one in which the\u0000 perceived importance of learning English was a direct predictor of the Intention to make an effort, and not mediated by Affect. At\u0000 the start of BE in year 1 (age 12), attitudinal differences between bilingual and mainstream pupils were non-significant, but\u0000 after one or more years of a bilingual program, BE pupils scored significantly higher on four of the five MPB attitudinal\u0000 constructs. BE appears to positively influence the attitude towards learning English of junior vocational students.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45856323","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 research presents the results of a quantitative and qualitative analysis of the use of the Dutch placement verbs zetten (‘put’) and leggen (‘lay’) by French-speaking learners of Dutch. The experiment consisted of a productive task. The results confirm that the use of Dutch placement verbs is problematic for French-speaking learners, but they also reveal some important tendencies. First, our analysis demonstrates that French-speaking learners tend to underuse these verbs, which can be explained by the fact that placement events in French are often described by means of a neutral verb such as ‘mettre’ (‘put’) as opposed to the more specific verbs in Dutch. Secondly, the learners occasionally also tend to overuse the placement verbs in contexts where such verbs are not allowed, an observation which is seemingly paradoxical to the first one. Thirdly, learners also tend to confuse ‘zetten’ with ‘leggen’ and vice versa.
{"title":"Het gebruik van de Nederlandse plaatsingswerkwoorden ‘zetten’ en ‘leggen’ door Franstalige leerders van het\u0000 Nederlands","authors":"Paul Heyvaert","doi":"10.1075/DUJAL.17004.HEY","DOIUrl":"https://doi.org/10.1075/DUJAL.17004.HEY","url":null,"abstract":"\u0000 This research presents the results of a quantitative and qualitative analysis of the use of the Dutch placement verbs zetten\u0000 (‘put’) and leggen (‘lay’) by French-speaking learners of Dutch. The experiment consisted of a productive task. The results\u0000 confirm that the use of Dutch placement verbs is problematic for French-speaking learners, but they also reveal some important\u0000 tendencies. First, our analysis demonstrates that French-speaking learners tend to underuse these verbs, which can be explained by\u0000 the fact that placement events in French are often described by means of a neutral verb such as ‘mettre’ (‘put’) as opposed to the\u0000 more specific verbs in Dutch. Secondly, the learners occasionally also tend to overuse the placement verbs in contexts where such\u0000 verbs are not allowed, an observation which is seemingly paradoxical to the first one. Thirdly, learners also tend to confuse\u0000 ‘zetten’ with ‘leggen’ and vice versa.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2018-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45756312","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}
Research towards aging of migrant populations has so far mostly focused on (bio)medical and psychological aspects. Here we explore to what extent second language ability is a factor influencing the healthy aging process of older Turkish migrants in the Netherlands. To get a first understanding of the linguistic situation of older migrants within this setting, interviews with ten healthcare consultants1 with insight into their local Turkish community were conducted, forming a ‘needs-analysis’ of this group. It emerged that older migrants rely heavily on their ethnically close-knit networks for information and care. In communicating their healthcare needs to others outside the family, the older migrants experience language barriers, directly resulting from low L2 proficiency and L2 anxiety. These barriers prevent access to health information and induce dependence. This initial exploration of the interplay between language and aging in a migrant population can be used as input into more advanced, empirical investigations.
{"title":"Do low L2 abilities impede healthy aging for migrant older adults in the Netherlands?","authors":"A. Pot, Merel Keijzer, K. Bot","doi":"10.1075/DUJAL.17017.POT","DOIUrl":"https://doi.org/10.1075/DUJAL.17017.POT","url":null,"abstract":"\u0000 Research towards aging of migrant populations has so far mostly focused on (bio)medical and psychological aspects. Here we explore\u0000 to what extent second language ability is a factor influencing the healthy aging process of older Turkish migrants in the\u0000 Netherlands. To get a first understanding of the linguistic situation of older migrants within this setting, interviews with ten\u0000 healthcare consultants1 with insight into their local Turkish community were conducted,\u0000 forming a ‘needs-analysis’ of this group. It emerged that older migrants rely heavily on their ethnically close-knit networks for\u0000 information and care. In communicating their healthcare needs to others outside the family, the older migrants experience language\u0000 barriers, directly resulting from low L2 proficiency and L2 anxiety. These barriers prevent access to health information and\u0000 induce dependence. This initial exploration of the interplay between language and aging in a migrant population can be used as\u0000 input into more advanced, empirical investigations.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2018-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47783069","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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