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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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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The advantages and drawbacks of components of flexible assessment have been studied mostly from the standpoint of students and, to a lesser extent, teachers. A gap persists in understanding the collective perspectives of teachers and students concerning flexible assessment. This study aimed to explore experiences and perspectives of students and teachers regarding flexible assessment within the specific context of nursing education. Seven focus groups comprised four sessions with teachers and three with students, each involving 5-8 participants. Results showed that students and teachers have a predominantly positive perspective towards flexible assessment. They acknowledge the opportunities that flexible assessment provides for diverse forms to present evidence. However, concerns were raised regarding the design of flexible assessments, issues of fairness in rating evidence, and the understanding among teachers and students regarding the assessment processes. Additionally, discussions focused on the perceived benefit of flexible assessments, particularly concerning the time investment required for their implementation and evaluation. In conclusion, the success of flexible assessments is contingent on the careful consideration of its design, ensuring equitable evaluation of evidence, and fostering comprehensive understanding among both teachers and students. Recognizing potential disparities in views of students and teachers offers valuable insights into the effectiveness of flexible assessment. Achieving a balance between the flexibility of assessment formats, aligned forms of evidence, and an appropriate rating methodology is crucial for effective implementation.
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