In dit verslag is te lezen hoe onderzocht is wat de beste methode is, om leerlingen uit de 3e en 4e klas van het Oostenrijkse schoolsysteem, waarvan Duits niet de moedertaal is, mee te laten doen in het reguliere onderwijs. Door te kijken naar 4 vreemde taal methoden en deze tegen elkaar uit te zetten …

In bilingual streams in the Netherlands, school subjects are taught in an additional language so that pupils learn both subject content and the target language by using language meaningfully. Teachers of English in bilingual streams (TEBs) are often expected to collaborate with subject teacher colleagues …

The role of subject teachers in content and language integrated learning (CLIL) has received little attention, since most research focuses on language learning results of students. This exploratory study aims to gain insight into the perceptions of Dutch bilingual education history teachers by comparing …

Within the Netherlands, Content and Language Integrated Learning (CLIL) in foreign language teaching can be considered a sibling of 'Language Oriented Content Teaching' (LOCT), a pedagogy in mainstream classes with second language learners of Dutch, where Dutch is used as language of instruction. This …

In CLIL contexts, school subjects are taught in an additional language, allowing learners to acquire the target language through meaningful use. This places language teachers in an ambiguous position. What is their role in this context? On the one hand, language teachers are expected to collaborate with …

In bilingual streams in the Netherlands, school subjects are taught in an additional language so that pupils learn both subject content and the target language by using language meaningfully. Teachers of English in bilingual streams (TEBs) are often expected to collaborate with subject teacher colleagues …

In CLIL contexts in the Netherlands, learners use the target language meaningfully in subject lessons parallel to English classes and English teachers are expected to co-operate with subject teacher colleagues. What does this mean for content and language in English lessons and for English teachers’ …

The bilingual education standard agreed by the Network for Dutch Bilingual schools requires subject teachers to be able to provide feedback on their learners’ language use. But this is not as easy as it seems. What type of language do learners produce in subject lessons? What language aspects could the …

In het Nederlandse basisonderwijs is Engels sinds 1986 een verplicht vak. Er zijn twee hoofdstromingen in het Nederlandse Engels onderwijs te onderscheiden, namelijk Engels in het basisonderwijs (EIBO), en vroeg vreemdetalenonderwijs (VVTO). Hoe het onderwijs wordt vormgegeven verschilt per school. Veel …

VVTO is gegroeid van 37 scholen in 2004 naar zo'n 1000 scholen in 2014. Jonge kinderen hebben meer tijd nodig bij het leren van een taal, dan oudere kinderen. Echter levert Vroeg Engels verschillende voordelen op. Het voordeel van vroeg starten met Engels is dat jonge kinderen in de eerste jaren goed …