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This study follows a group of modern foreign languages (MFL) teachers in the Netherlands during a nine-month professional development project around the theme of 'Content in MFL'. The project was initiated following proposals to refocus the MFL curriculum on the basis of integrated learning outcomes for both language proficiency and areas of language-related content in the areas of Language Awareness and Cultural Awareness. The aims of the study were to explore the areas of content that teachers viewed as relevant to their MFL teaching, as well as the extent to which the introduction of MFL-specific content addressed teachers' concerns regarding their practice. Perceived obstacles to the refocused curriculum were also addressed. Findings suggest that cultural content was a more relatable concept than languagerelated content for teachers in this study but also that language proficiency remained their central concern. Implications for the further development of the proposed content-focused curriculum are discussed.
In 2003, the Royal Netherlands Academy of Arts and Sciences proposed two ways to improve secondary education in the Netherlands: concept-context rich education and the teacher as curriculum developer. In this study eleven L1 teachers explored these ideas by developing concept-context rich L1 education. Their interpretations of concept-context rich education and views on benefits of this approach after one and a half years of designing are the focal point of this article. Data show that teachers have many different interpretations of concept-context rich education -some are reflected by the research literature while others are mentioned only by the teachers. Important benefits of concept-context rich education formulated by these teachers are: increased student motivation, student participation, and teacher motivation.
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