Summary A question that received considerable interest from language teachers and researchers alike is what corrective feedback (CF) should look like to be maximally beneficial to learners’ second language development. This chapter zooms in on two feedback types that have been distinguished in the CF …

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 …

In this epilogue, I take a teaching practice and teacher education perspective on complexity in Instructed Second Language Acquisition. I take the stance that it is essential to understand if and how linguistic complexity relates to learning challenges, what the implications are for language pedagogy, …

Only a small number of children with atypical language development who can benefit from early intervention are actually identified before reaching school age. Our aim was to explore perceptions of caregivers of monolingual and multilingual children with and without atypical language development in order …

Teaching strategies are implemented in every classroom, no matter if at a primary or secondary school. Researchers have already had a look on different teaching strategies and how those can be used in the everyday classroom at schools. However few researchers have had a look at the effects of various …

This small-scale observational study explores how Dutch bilingual education history teachers (BHTs) focus on the L2 component in their CLIL-lessons. We observed and rated eight BHTs on five language teaching categories. Results show that Dutch BHTs focus more strongly on using the L2 to teach subject …

This study was conducted at the secondary school Bonnfentencollege in Maastricht. The participants of the study were twenty-five third-year pupils, and the study was conducted over 2,5 weeks. The goal of the study was to measure the effects teaching of compensation strategies on the amount of Dutch spoken …

We, humans have our roots in pre-Anthropocene eras where we gathered skills for survival and establishing our culture. The cumulated tacit knowledge, the skills, ideas and experiences that can only be shared by personal contact and mutual trust, is evolved and cumulated during this pre-Anthropocene era. …

Different unexpected combinations between industry, local government, private participants, educational institutes and artists resulted past year in challenging opportunities for transitions in urban and rural areas. The power of art with the perspective of the artist approaching challenges evokes a …