Proud to be tvmbo - Kortlopend Onderwijsonderzoek

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• ‘Ik vind het tvmbo erg leuk, omdat ik engels al helemaal een geweldig vak vind om te doen ! Zelf ben ik 6 x in amerika geweest… tvmbo is heel erg leuk !’ • ‘Omdat je er heel veel van kan leren en het is ook heel erg leuk. Em soms heel erg grappig !’ • ‘Het is handig voor later dank an je beter communiseren.’ • ‘Het is een leuke school en je leert hier erg veel van.’ These students obviously enjoy the challenge of working at school in English and believe that they learn a lot from it. However, it appears that a few students do not experience tvmbo as valuable, useful or interesting. This minority who would not recommend it make comments like, • ‘We doen het toch nog niks aan.’ • ‘Je doet dingen onder je niveau die je al in groep 8 had.’ • ‘Het is niet goed voor later’. • ‘omdat er nooit echt engels word gesproken, alleen bij engels; je kan net zo goed in een normale klas zitten. Ik vind dat we bij elke les engels moeten praten!’ Helpful teacher behaviour: speak English! We also asked the students which teacher behaviour they find useful to help them learn subjects in English. The most important teacher behaviour scored – scoring way above all the other behaviour – is that they find it extremely important that the teacher speaks English (nearly) all of the time. The second teaching strategy which is considered useful is that the teacher encourages the students to use English themselves. Group and pair work is also considered useful to help them to work on their English, followed by doing presentations in English. Useful activities for European and International Orientation (EIO) We asked students about which European and International Orientation (EIO) activities they find that they learn the most from. Top of the list – and perhaps not surprisingly - come activities where students have real contact with speakers of English in other countries. These include activities with English speaking students abroad, excursions to the United Kingdom and exchanges. More than 40% of the students found these other activities helpful: visiting a workplace where English is used, a visit to a museum in English, English speaking language assistants in the classroom and a taaldorp or talenplein. 103
6.4 Results: online surveys for teachers Teacher numbers Nineteen teachers responded to the online survey, from a total of nine schools (see Table 3.1: Interviews at five partner schools). Eleven of these teachers were from Anna van Rijn College in Nieuwegein; the other teachers are all individuals from the eight other schools. Thirteen teachers are subject teachers and eight are English teachers, which indicate that some teachers teach both English and a subject (or teach a number of subjects in LWOO). The teacher respondents are experienced in every type of vmbo and teach a variety of subjects as well as English, such as mathematics, art, administration, economics, drama, history, car mechanics and physical education. Helpful activities for students The teachers were asked which classroom activities help their students to learn. The activities in the online survey were chosen from activities mentioned in the interviews and seen in the observations which seemed to be useful or helpful. The question we asked the teachers was as follows: You might think the activities are fun, but please consider carefully which help your students REALLY TO LEARN YOUR SUBJECT in English in tvmbo. Most helpful activities Here we mention the activities which at least 40% of the teachers find that help their students to learn a lot. These can be seen in Table 6.3: Extremely useful activities according to teachers. Like the students, group work (59%) and pair work (65%) are the most important, followed closely by creating PowerPoint or ‘show and tell’ presentations (59%). After that come mind maps (53%), projects in English (53%), talking about their own lives and real things (53%) and visuals (pictures or photographs) (53%). Also considered useful by teachers is the course book (methode) (47%), which actually contradicts what the smaller number of student interviewees said – that they did not feel they learned from their course book. Games and puzzles in class (e.g. crosswords, word puzzles) (47%), and making things (e.g. a poster, cookery, making a film) (47%) are also considered helpful. Finally, discovery activities (41%) and listening to, for example, podcasts or audio recordings (41%) are also popular, together with music and songs and videos on YouTube or DVDs (41%). 104
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KORTLOPEND ONDERWIJSONDERZOEK Proud
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CIP-GEGEVENS KONINKLIJKE BIBLIOTHEE
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5 Results: interviews 61 5 Results:
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N.B. For ease of reading we refer t
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Summary The Centre for Teaching and
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The concentration span of tvmbo stu
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• Pay attention to language which
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1 Introduction and background 1.1 I
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alization in education. One of the
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Table 1.1: Levels of English aims f
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Context CLIL prepares students for
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learning. This is very motivating f
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2.5.3 Immersion and ‘at risk’ s
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32 strategy that Genesee highly rec
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guage integrated learning (CLIL)? a
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2.5.8 Teaching in English in primar
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Time Speak slowly to your students,
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Questioning Think about the kinds o
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make their content comprehensible t
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3 Research methods: online surveys,
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3.1.1 Interviews : protocols and ke
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Figure 3.4: Key questions dealt wit
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3.3.3 Interviewees and observations
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Page 55 and 56: Figure 4.2: In which year did your
Page 58 and 59: 5 Results: interviews 5.1 Introduct
Page 60 and 61: have worked longer in bilingual hav
Page 62 and 63: terms of language as well as in ter
Page 64 and 65: How many bones does a human skeleto
Page 66 and 67: companying assignments. Students ca
Page 68 and 69: thoroughly that students have under
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Page 72 and 73: Figure 5.6: Accent report card, Lor
Page 74 and 75: http://maryglasgowplus.com/scholast
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Page 82 and 83: able for the upper school and that
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Page 86 and 87: Teacher skills The students also me
Page 88 and 89: 5.6.3 Materials We also asked the s
Page 90 and 91: Good tvmbo teachers use (nearly) 10
Page 92: choose consciously not to do so. Sc
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Page 97 and 98: Figure 6.2: Which classes are stude
Page 99: • watching films with English sub
Page 103 and 104: and builds confidence; pictures and
Page 105 and 106: Choice for tvmbo As well as asking
Page 107 and 108: About a third of the teachers found
Page 109 and 110: Table 6.6: Teachers’ opinions abo
Page 111 and 112: works to develop tvmbo. However, th
Page 114 and 115: 7 Conclusions and recommendations 7
Page 116 and 117: Results: online surveys for student
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Page 120 and 121: in your car! Don’t worry too much
Page 122: Final word This study has shown tha
Page 125 and 126: A2 Taalvaardigheid Nederlands A3 Do
Page 127 and 128: B4 Aanbod Oriëntatie op studie en
Page 130 and 131: Appendix 2: interview protocol subj
Page 132: Own English Observations 7. Outsid
Page 135 and 136: 4. Materials Key questions: Wat voo
Page 137 and 138: García, S. B. & Taylor, B-J. (2010
Page 140 and 141: Glossary A short glossary for non-D
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