Motivation<i>for</i>or<i>from</i>bilingual education? A comparative study of learner views in the Netherlands

Mearns, Tessa; Graaff, Rick de; Coyle, Do

doi:10.1080/13670050.2017.1405906

Cited by 42 publications

(49 citation statements)

References 34 publications

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“…Given that most deaf people have no jobs, it is assumed that the deaf workers in the study sample were more motivated to learn bilingual speech. Some studies on the general population of high school students in Norway indicate that learners in bilingual education have shown more motivation in almost all of the areas examined in this study (Mearns et al, 2017).…”

Section: Discussionmentioning

confidence: 57%

The Impact of Communication Disorders on Discrimination against Deaf Workers

Hasanbegović

Kovačević

2019

DCID

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Purpose: The study aimed to determine the impact of communication disorders on discrimination against people who are deaf in the workplace, as well as to find the differences in study participants’ opinions.Method: The study sample consisted of 171 respondents from different industries in Bosnia-Herzegovina- 57 workers who were deaf, 57 workers who could hear, and 57 managers. Both quantitative and qualitative approaches were used in the survey. The opinions of the respondents were elicited through a questionnaire which consisted of 15 statements. The interviews of workers and managers focussed on the presence of discrimination against deaf workers in the workplace. Responses of respondents were converted to quantified values using analysis of discrimination group. The significance of statistical differences among the samples tested is defined at 0.01 level of significance using F-Test.Results: Discriminant analysis tested the null hypothesis that respondents’ answers do not differ regarding discrimination against deaf workers in the workplace. However differences were found between the groups that felt deaf workers did not have equal position at work in comparison to their hearing co-workers. Participants mentioned a number of barriers in workplaces. Workers were of the opinion that there was significant discrimination in the workplace (p>0.01) between groups of participants.Conclusion: There are statistically significant differences in the opinions of respondents regarding statements that workers who are deaf cannot hold positions equal to their co-workers who have regular hearing.

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Section: Discussionmentioning

confidence: 57%

The Impact of Communication Disorders on Discrimination against Deaf Workers

Hasanbegović

Kovačević

2019

DCID

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“…In spite of extensive literature on the benefits of CLIL and other content-based approaches to language learning (e.g. Hüttner et al, 2013;Lasagabaster & Sierra, 2009;Mearns, 2012;Mearns et al, 2017;Ruiz de Zarobe, 2013;Sylvén, 2007;Ting, 2010) and on the pedagogical practices involved (for a review, see van Kampen et al, 2018), the question of which content is placed at the centre of the approach has rarely been raised.…”

Section: Content In Mflmentioning

confidence: 99%

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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“…Bilingual education has seen a rapid growth, both in the number of schools offering bilingual programs, as well as in the breadth of educational tracks in which it is implemented. Currently, around 20% of Dutch secondary schools offer bilingual streams; and, whereas at first bilingual programs were exclusively offered in pre-university tracks, today bilingual routes are also available at the pre-vocational level and are also being piloted in Dutch primary schools (Denman, Tanner, and De Graaff 2013;Mearns, De Graaff, and Coyle 2017). Consistent with the growth of EIL, there has been a sharp increase in Dutch-English bilingual education programs on the secondary level (Kuiken and Van der Linden 2013), and practically all bilingual tracks in the Netherlands are now offered in Dutch-English.…”

Section: The Clil Modelmentioning

confidence: 99%

“…Although bilingual education in the Netherlands is becoming more inclusive, CLIL tracks are still most prevalent in the "higher" tracks of secondary education. Since socially privileged students are overrepresented in these pre-academic strands, Dutch bilingual education has a reputation of being elitist (Mearns et al 2017), an impression that is supported by the fact that although TTO programs are implemented in public schools, bilingual education does not receive direct government funding from the Dutch Ministry of Education, Culture and Science. Parents of students in TTO schools pay voluntary tuition fees averaging €450 per student per year (as compared to the €188 on average that parents are asked to contribute for activities such as expeditions in Dutch schools), according to a TTO description document (Nuffic 2015b).…”

Section: The Clil Modelmentioning

confidence: 99%

Language education in the EU and the US: Paradoxes and parallels

Jeffery

Beuningen

2019

Prospects

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Across the globe, linguistically heterogeneous populations increasingly define school systems at the same time that developing the ability to communicate cross-culturally is becoming essential for internationalized economies. While these trends seem complimentary, they often appear in paradoxical opposition as represented in the content and execution of nationwide education policies. Given the differing geopolitical contexts within which school systems function, wide variation exists with regard to how policymakers address the challenges of providing language education, including how they frame goals and design programs to align with those goals. Here we present a cross-continental examination of this variation, which reveals parallel tensions among aims for integrating immigrant populations, closing historic achievement gaps, fostering intercultural understanding, and developing multilingual competencies. To consider implications of such paradoxes and parallels in policy foundations, we compare language education in the US and in the EU, focusing on the Netherlands as an illustrative case study.

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Motivationfororfrombilingual education? A comparative study of learner views in the Netherlands

Cited by 42 publications

References 34 publications

The Impact of Communication Disorders on Discrimination against Deaf Workers

The Impact of Communication Disorders on Discrimination against Deaf Workers

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

Language education in the EU and the US: Paradoxes and parallels

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