Content and Language Integrated Learning in the Netherlands: Teachers' Self-Reported Pedagogical Practices

Autor/inn/en	van Kampen, Evelyn; Admiraal, Wilfried; Berry, Amanda
Titel	Content and Language Integrated Learning in the Netherlands: Teachers' Self-Reported Pedagogical Practices
Quelle	In: International Journal of Bilingual Education and Bilingualism, 21 (2018) 2, S.222-236 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Admiraal, Wilfried)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2016.1154004
Schlagwörter	Teaching Methods; Course Content; Teacher Attitudes; Second Language Learning; Second Language Instruction; Foreign Countries; Secondary School Teachers; Comparative Education; Linguistic Input; Questionnaires; Scaffolding (Teaching Technique); Language of Instruction; Likert Scales; Multivariate Analysis; Factor Analysis; Statistical Analysis; Netherlands + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Kursprogramm; Lehrerverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Vergleichende Erziehungswissenschaft; Sprachbildung; Fragebogen; Teaching language; Unterrichtssprache; Likert-Skala; Multivariate Analyse; Faktorenanalyse; Statistische Analyse; Niederlande
Abstract	In recent years, a surging uptake of content and language integrated learning (CLIL) has permeated the European context. This article presents the outcomes of a study about the self-reported pedagogical practices of CLIL teachers in the Netherlands. To investigate these teachers' pedagogies, a questionnaire was designed, validated and, subsequently completed by 297 teachers (218 CLIL teachers and 79 regular teachers) from secondary schools across the Netherlands. This allowed a detailed investigation of the nature and range of pedagogies of CLIL teachers as well as differences between CLIL teachers of different subject disciplines. The results of the CLIL teachers were compared to a sample of regular teachers. Three main findings emerged from the study. First, CLIL teachers report using more pedagogical approaches focusing on providing students with diverse input and scaffolding than approaches focusing on developing students' language and their knowledge of disciplinary literacies. Second, the subject discipline of a CLIL teacher seems to influence the pedagogical approaches they report using. Third, there is a notable difference between the kinds of pedagogies reported by CLIL teachers and their regular counterparts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01