Bilingual education and CLIL in the Netherlands

Mearns, Tessa; Graaff, Rick de

doi:10.1075/dujal.00002.int

Cited by 11 publications

(25 citation statements)

References 8 publications

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“…In the Netherlands, the position of CLIL aligns with Dalton-Puffer et al's (2014) definition as being the domain of the TL-medium teacher of non-language subjects in that it is the preferred approach for teachers of English-medium subjects (e.g. Chemistry, Geography) in bilingual education (Mearns & de Graaff, 2018).…”

Section: Content In Mflsupporting

confidence: 59%

Exploring teacher support for a content and language integrated modern languages curriculum

Mearns

Platteel

2020

Language, Culture and Curriculum

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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.

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Section: Content In Mflsupporting

confidence: 59%

Exploring teacher support for a content and language integrated modern languages curriculum

Mearns

Platteel

2020

Language, Culture and Curriculum

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“…This means that subjects as diverse as history and maths (with the exception of other MFLs and Dutch) are taught in English. For HAVO and VWO a minimum of 50 % of the curriculum must be taught in the MFL in the first three years, for VMBO it is a minimum of 30 % (Mearns & de Graaff 2018). After three years of tto, students are expected to reach English B2 (VWO) or B1 (HAVO and VMBO; Nuffic, n.d.), often certified by external international exams (e. g., Cambridge).…”

Section: Bilingual Schools: Content and Language Integrated Learning ...mentioning

confidence: 99%

Language Learning beyond English in the Netherlands: A fragile future?

Michel

Vidon

Graaff

et al. 2021

European Journal of Applied Linguistics

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The Netherlands have had a long tradition of modern foreign language (MFL) education: French, German and English have been standard subjects at secondary school since the 19th century. After the introduction of the Mammoetwet in 1968, several major educational reforms have shaped the current practice of Dutch MFL teaching. On the one hand, a greater diversity of languages is on offer in secondary schools (e. g., Arabic, Spanish), and following the implementation of the CEFR (Council of Europe 2001) MFL teaching has become more communicative. Additionally, more and more schools at all levels of education have adopted English as a medium of instruction. On the other hand, with the growing dominance of English in Dutch society, the time dedicated to languages other than English has declined substantially so that secondary school sections and university departments for other MFLs are closing down. In this article, we provide an overview of Dutch MFL teaching since 1945. We will sketch how the choices made by different parties involved, including learners and their parents, teachers, teacher educators, publishers and policy makers, have been shaping the teaching of MFLs at all levels of education with a special interest in MFL teacher education.

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“…1 One of the criteria stipulated in the BSE Standard is that teachers should be adequately trained in CLIL. Therefore, while BSE is in essence an organisational principle (Mearns & de Graaff, 2018a), it also has pedagogical implications.…”

Section: The Context For Research: Dutch Bilingual Secondary Educationmentioning

confidence: 99%

Sketching a motivational landscape

Mearns

Jong

2021

JICB

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Studies of motivation in bilingual education settings often address questions of differences between learners in bilingual programmes and those in mainstream education. Problematic in this respect is our increasing awareness of the inherent differences between these two learner groups, as learners in bilingual programmes have often chosen or been selected for a bilingual route (Mearns et al., 2017). The study presented here therefore does not seek to compare learners in bilingual and non-bilingual programmes, but rather to explore the nature of language learning motivation within the context of bilingual secondary education (BSE) in the Netherlands. Using a purpose-designed tool reflecting the L2 Motivational Self System (Dörnyei, 2009), this study investigated trends in motivation across genders, academic tracks and year-groups of nearly 2000 learners. Findings suggest that, although these learners all have bilingual education in common, differences between the motivations of these groups should not be overlooked.

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Bilingual education and CLIL in the Netherlands

Cited by 11 publications

References 8 publications

Exploring teacher support for a content and language integrated modern languages curriculum

Exploring teacher support for a content and language integrated modern languages curriculum

Language Learning beyond English in the Netherlands: A fragile future?

Sketching a motivational landscape

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