Content and language integrated learning in the Netherlands: teachers' self-reported pedagogical practices

van Kampen, E, Admiraal, W and Berry, A 2016, 'Content and language integrated learning in the Netherlands: teachers' self-reported pedagogical practices', International Journal of Bilingual Education and Bilingualism, vol. 21, no. 2, pp. 222-236.


Document type: Journal Article
Collection: Journal Articles

Title Content and language integrated learning in the Netherlands: teachers' self-reported pedagogical practices
Author(s) van Kampen, E
Admiraal, W
Berry, A
Year 2016
Journal name International Journal of Bilingual Education and Bilingualism
Volume number 21
Issue number 2
Start page 222
End page 236
Total pages 16
Publisher Routledge
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.
Subject Curriculum and Pedagogy not elsewhere classified
Specialist Studies in Education not elsewhere classified
Keyword(s) CLIL
bilingual
classroom pedagogies
practicing teachers
the Netherlands
DOI - identifier 10.1080/13670050.2016.1154004
Copyright notice © 2016 Taylor & Francis
ISSN 1747-7522
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