This study reports on a Professional Development Program (PDP) designed to raise teachers' subject specific language awareness (TSLA) as a relevant and specific element of their practical knowledge and improve their language integrated teaching behaviour. The design of the PDP was based on the interconnected model of teacher professional growth (Clarke & Hollingsworth, 2002). Data were collected using semi-structured interviews, classroom observations, and video-stimulated interviews. The PDP resulted in change in both teachers' subject-specific language awareness and related teaching behaviour. Teachers' sense of responsibility to address students' language learning appeared to be relevant for teachers' change of behaviour.
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The bilingual education standard agreed by the Network for Dutch Bilingual schools requires subject teachers to be able to provide feedback on their learners’ language use. But this is not as easy as it seems. What type of language do learners produce in subject lessons? What language aspects could the feedback focus on, and how is this best done?In this workshop, we will look at various types of feedforward and feedback that teachers can use to support and develop their learners’ subject-specific language. By watching videos of pre-vocational learners performing tasks, we will focus on finding ways to support learners’ spoken language. At the end of the workshop, teachers will have gained insight into the principles of feedback and feedforward, will have designed feedback/forward activities and will have applied both to videotaped performances.
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Background to the problem Dutch society demonstrates a development which is apparent in many societies in the 21st century; it is becoming ethnically heterogeneous. This means that children who are secondlanguage speakers of Dutch are learning English, a core curriculum subject, through the medium of the Dutch language. Research questions What are the consequences of this for the individual learner and the class situation?Is a bi-lingual background a help or a hindrance when acquiring further language competences. Does the home situation facilitate or impede the learner? Additionally, how should the TEFL professional respond to this situation in terms of methodology, use of the Dutch language, subject matter and assessment? Method of approach A group of ethnic minority students at Fontys University of Professional Education was interviewed. The interviews were subjected to qualitative analysis. To ensure triangulation lecturers involved in teaching English at F.U.P.E. were asked to fill in a questionnaire on their teaching approach to Dutch second language English learners. Thier response was quantitatively and qualitatively analysed. Findings and conclusions The students encountered surprisingly few problems. Their bi-lingualism and home situation were not a constraint in their English language development. TEFL professionals should bear the heterogeneous classroom in mind when developing courses and lesson material. The introduction to English at primary school level and the assessment of DL2 learners require further research.
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