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Current developments in bilingual primary education in the Netherlands

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Current developments in bilingual primary education in the Netherlands

Rechten: Alle rechten voorbehouden

Samenvatting

This contribution addresses two studies of the processes and outcomes of English as a foreign language (EFL) in Dutch primary education. Firstly, this article describes a preliminary study of the learning outcomes at the end of primary education, comparing pupils’ language proficiency after either two years or six to eight years of low-intensity EFL programs. Secondly, it describes the outcomes of a subsequent classroom observation study in a high-intensity bilingual primary education pilot in grade 1, focusing on teacher language use and teacher-pupil interaction. Results are related to learning outcome in terms of pupils’ receptive vocabulary knowledge. Conclusions focus on foreign language teaching in primary education in general, and bilingual primary education in particular.

OrganisatieHogeschool Utrecht
AfdelingKenniscentrum Leren en Innoveren
LectoraatMeertaligheid en Onderwijs
Gepubliceerd inF. Li, K. E. Pollock & R. Gibb (Eds.), Child Bilingualism and Second Language Learning: Multidisciplinary perspectives John Benjamin Publishing Company, Pagina's: 137-165
Datum2020-12-01
TypeBoekdeel
ISBN9789027207999; 9789027260444
DOI10.1075/bpa.10.08gra
TaalEngels

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