Taal speelt een essentiële rol in het leren, ook in zaakvakken zoals wereldoriëntatie of geschiedenis. Soms worden deze vakken in het Engels gegeven (CLIL). We ontwerpen lesstrategieën en lesmaterialen om het leren in CLIL-contexten bevorderen door.
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This reports is about content and language integrated learning (CLIL) in multilingual primary classrooms. While in theory CLIL offers many opportunities for inclusive education in multilingual settings, questions remain as to how integrated language teaching can be realised, and what teacher knowledge is required for this. This research used a CLIL Teaching Wall activity and interviews with UK and Dutch primary school teachers to capture teacher knowledge underlying decision-making in actual multilingual classrooms. The report presents a framework of CLIL teacher knowledge that emerged from this work.
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Tweetalig onderwijs (tto) is bezig aan een opmars in Nederland. Maar wat houdt het nu eigenlijk in? En wat is het verschil met de andere veelgehoorde afkorting CLIL?
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This chapter explores issues encountered by beginning CLIL teachers in making sense of and applying guidelines aimed at teachers when designing learning experiences for CLIL. After summarising current guidelines, the authors draw on Coyle et al.’s (2010) 4Cs model, an additional C for collaboration and developments conceptualising integration and disciplinary literacy, to reflect on their own experiences as CLIL teacher educators in The Netherlands. They discuss how principles behind CLIL can be made relatable to both content and language teachers. They argue that, in taking a holistic, literacy-based view of subject teaching, teachers from both linguistic and non-linguistic disciplines are positioned as experts in all aspects of their subject, and can enter into collaboration on an equal footing with each other. Challenges remain, including a need for cross-disciplinary collaboration between language specialist and subject specialist teacher educators.
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Content and Language Integrated Learning (CLIL) is a dual-focused educational approach whereby an additional language is used for the learning and teaching of both content and language. In the Netherlands, this takes place in bilingual secondary education (tweetalig onderwijs). Policy guidelines, teaching handbooks, research and teacher education primarily focused on how subject teachers implement CLIL. Little was known about the nature and range of the pedagogical and collaborative practices of language teachers in this context. Exploring formal and practical theories of teaching, this dissertation reports on four studies; a literature review, focus group study, survey, and multiple-case study. These generated building blocks for a knowledge base for Teachers of English in Bilingual streams (TEBs) including a theoretical framework for language teaching in CLIL contexts, a set of practices which emerged as a professional development tool for TEBs, eight case descriptions of prototypical practices, and a model of the dynamic interaction of TEBs’ beliefs and practices. Reviewing the findings in the light of developments in conceptualizing what CLIL means for teachers in practice, the discussion highlights four points. Firstly, language teaching in CLIL contexts is not the same as foreign language teaching. Secondly, CLIL achieves integration through subject-specific language. Thirdly, CLIL contexts can lead to transformative change in language teachers’ beliefs and practices. Fourthly, collaboration between language and subject teachers can be beneficial. It concludes that teacher education and policy guidelines can and should do more to support, encourage and enable language teachers to be both creators and agents of change.
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CLIL Skills is a practical resource book for subject teachers working in bilingual schools. It supports them in their everyday practice and informs them about key CLIL issues. Good CLIL teaching interweaves content and language. This book covers six important CLIL Skills: activating, providing lesson input, guiding and understanding, encouraging speaking and writing, assessing and giving feedback, and using projects. This book is essential reading for CLIL teachers everywhere.CLIL Skills includes:• Over 70 practical lesson ideas• Case studies from schools• Examples and illustrations from teachers• Useful, clearly explained theory• A glossary of handy terms• Activities for teacher development.
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What is the role of Teachers of English in Bilingual Streams (TEBs)? What challenges and opportunities are there for English teachers in their own lessons or when they collaborate with subject teachers? And how could teacher education prepare English teachers for this context? This publication is for English teachers, subject teachers, bilingual stream coordinators, teachereducators and others who would like to know more about the role English teachers can play in a Content and Language Integrated Learning (CLIL) context.The publication presents information, resources, and suggestions for teacher development with CLIL teams and Teachers of English in Bilingual Streams based on my PhD research. The research explored what it means to be a teacher of the target language in a Content and Language Integrated Learning (CLIL) context.
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This study investigates how pre-service Teachers of English in Bilingual Streams’ (TEBs) perceptions of plurilingualism are elicited through carrying out small-scale research with learners. It builds on previous studies showing positive relations between teacher education and shifts in pre-service teachers’ predispositions towards plurilingual education, particularly when opportunities for critical reflection on the interplay between course- and field work is emphasised. TEBs (N=6) were introduced to visual and spoken data collection methods consisting of language mapping and focus group interviews during coursework and administered these during fieldwork. Spoken and written research reports were analysed deductively using language ideologies adapted from Ricklefs (2023). Results show all participants have a positive disposition to plurilingualism on completion of the course and fieldwork, particularly in relation to valuing plurilingualism as a potential resource in CLIL. Implementing multimodal research methods makes linguistic variation visible and draws out learner experiences. This helps TEBs make connections between their own beliefs and experiences, and those articulated by their learners and in their placement schools. This approach builds on the dynamic nature of the interaction between teacher beliefs and practices and confirms that critical reflection can play a key role in shaping TEBs’ dispositions towards plurilingualism and plurilingual pedagogies.
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Research into how and why language teachers use literature as content is presented to explore one aspect of various pedagogical and collaborative practices open to language teachers in CLIL contexts. Language teachers’ beliefs and practices are examined based on a literature review, focus group study, survey, and multiple-case study.The question how and why language teachers shape practices using literature as content is considered, drawing on research into the pedagogical and collaborative practices of language teachers in CLIL contexts. The presentation brings together findings from a literature review, focus group study, survey, and multiple-case study to exemplify and explain the practices of language teachers in CLIL who turn to literature as their content. A dynamic framework for locating and explicating the pedagogical and collaborative practices of language teachers in CLIL contexts (Dale, Oostdam, & Verspoor, 2017) derived from a literature review is presented. The views of different stakeholders in CLIL in the Netherlands in relation to the teaching of literature, based on a focus group study are discussed (Dale, Oostdam, & Verspoor, 2018a). The findings of a survey into the stated beliefs and practices of Teachers of English in Bilingual Streams (TEBs) in the Netherlands with regard to the teaching of literature (Dale, Oostdam, & Verspoor, 2018b) are presented. Two case descriptions representing prototypical practices of language teachers taking literature as content are introduced (Dale, Oostdam, & Verspoor, submitted). ]
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Hoofdstuk 12 in J. Duarte, M. Günther-Van der Meij, C. Frijns, & B. Gezelle Meerburg (Reds.), Talenbewust lesgeven: Aan de slag met talige diversiteit in het basisonderwijs
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