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Differentiation to improve the articulation between levels

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Differentiation to improve the articulation between levels

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Samenvatting

In 1986, English became a compulsory subject in primary education in The Netherlands1. While secondary
schools have, by law, been required to offer English since 1863 (Wilhelm, 2005) the articulation between
Dutch primary and secondary education levels of English language teaching has always been problematic to
the point it has been referred to as a connection problem (e.g.: Oostdam & Van Toorenburg, 2002;
Holdinga, 2007). The term ‘articulation between levels’ has been used frequently to refer to the connection
between parts of the language education system, such as between primary and secondary education and
between secondary and tertiary education. In particular the group of Richard Lambert at the National
Foreign language centre in Washington have promoted research on articulation between levels (Rhodes &
Marsh, 1992; Brecht, & Lambert, 1999; Ingold, 2002; Liddicoat & Baldauf Jr., 2008). This study focusses on
the connection between primary and secondary education and the possibility to improve the articulation
between these levels with regard to the English teaching in The Netherlands.

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OrganisatieHogeschool Rotterdam
LectoraatKenniscentrum Talentontwikkeling
Gepubliceerd in
Datum2016-11-21
TypeProefschrift
TaalNederlands

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