Zoekresultaten

Quality control as a driving force in bilingual education

samenvatting volgt

Why literature?

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). ]

Teaching History in Bilingual Secondary Education in the Netherlands

‘A pencil for your thoughts’: uncovering learners’ multilingual experiences using visual mapping

Liz is a CLIL and language teacher educator, senior lecturer, author, and researcher. Her publications include CLIL Skills, CLIL Activities, a doctoral thesis on the role of English teachers in bilingual streams and articles on multilingualism. She also chairs audit panels for bilingual streams in vocational and academic tracks. You will be introduced to a visual methodology as a way of uncovering learners’ multilingual experiences. Language mapping is a technique that helps learners uncover their own lived multilingual experiences and to represent and talk about these using their own words and descriptions. Liz Dale will show you how and why language mapping works and how you can integrate this exercise in a lesson. Of course, you will try your hand at creating your own language map!

English teachers in bilingual streams: in search of identity and focus

In CLIL contexts in the Netherlands, learners use the target language meaningfully in subject lessons parallel to English classes and English teachers are expected to co-operate with subject teacher colleagues. What does this mean for content and language in English lessons and for English teachers’ pedagogical and collaborative practices? For example, it has been suggested that Teachers of English in Bilingual streams (TEBs) may need to use different language teaching methodologies to mainstream English teachers. Coyle, Hood and Marsh (2010) suggest “the language needed in CLIL settings does not necessarily follow the same grammatical progression one would find in a language-learning setting.”(Coyle et al, 2010: 35) and that this has consequences for language teachers’ approaches to planning for CLIL learners; “It is not built on a grammatical model where progression focuses on a gradation of grammatical concepts, but incorporates grammatical progression from different perspectives.” (2010: 59)To explore the challenges facing TEBs, Dale, Oostdam and Verspoor (2017) reviewed the literature on language teachers in various forms of bilingual education. They found the literature referred to a wide variety and range of types and aspects of language, types of content, theories informing LTs’ pedagogical practices and issues for LTs’ collaborative practices. Even though there were no one-fits-all approaches to be found, a framework of possible choices to be made emerged. The framework presents a landscape for TEBs in four quadrants, based on the literature.This presentation will discuss this framework in the light of a subsequent qualitative study exploring idealisations of TEBs’ pedagogical and collaborative practices in the Netherlands. Focus group discussions were held with stakeholders in bilingual streams. These included members of quality assurance panels responsible for certification of bilingual schools, practising TEBs and subject teachers. On the basis of inductive and deductive analysis of the focus group transcripts, we will discuss the extent to which stakeholders’ ideals for TEBs reflect the literature. Coyle, D., Hood, P., & Marsh, D. (2010). Content and language integrated learning. Cambridge: Cambridge University Press.Dale,L. Oostdam, R., & Verspoor, L. (2017, submitted) Searching for Identity and Focus: Towards an analytical framework for language teachers in bilingual education Manuscript in preparation

On Language Teachers and CLIL

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.