Proud to be tvmbo - Kortlopend Onderwijsonderzoek

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• Organize English language activities in the Netherlands, as well as EIO activities such as exchanges or e-mail projects with students abroad. • Invite native speakers into the class – a language assistant, parents, sports personalities, musicians, drama groups. or other native speaker guests who can engage an audience with a topic. • Organize trips to England and think about how appropriate the activities are for vmbo students: e.g. an activity or adventure week is perhaps better than a language course. • In the classroom, create objects and do projects related to EIO. • Do projects on the Internet (such as Learning Circles). • Look for opportunities to join (e.g. Comenius) projects with schools around the world. • Although no schools at present have considered vocational EIO, it is useful to incorporate this into the curriculum, perhaps thinking about trips in the Netherlands to companies which use English as the language of communication, exchanges with vocational schools and work experience in English-speaking environments. 7.3.3 Recommendations for teachers in the classroom Below we list a number of recommendations for tvmbo teachers. For more information, see Chapters 5 and 6, which explain these classroom strategies in more detail. Our basic finding is that it is most important to engage the learners actively as much as and as often as possible, with both subject matter and language, using as much English as possible. Structure • Create very structured lessons, which include a lot of checking of understanding and variety in terms of activities. • Formulate both subject and language learning aims for each lesson and share these with your students. Materials • Find appropriate authentic materials: texts, DVDs, objects, visuals. Be very careful about choosing materials that are at the right level of English for your students, for example by using the Common European Framework of Reference for Languages as a benchmark. If learners are at A2 level, find materials and create tasks at A2 or B1 level – or just above their present language level. 121
• Encourage the use of popular media in English outside the classroom, e.g. looking up a song or text or information on the Internet for homework, social networking or communicating on the Internet in other ways in English. • Related to the above, link the topics you are working on with your students’ real lives and contemporary events as much as possible. At the same time, develop connections to EIO activities. Activities: variety, choice, interaction and creativity • Design lesson material which encourages learner to do, make and create: do creative speaking and writing activities in English. Recycle your lesson material in different ways: use text, the spoken word, video clips, pictures, objects. Collaborate with other (English and subject) teachers so that topics are recycled and worked on in different ways. • Use group and pair work to encourage a lot of real interaction in English. • Spend more time doing things in English than talking about language (e.g. grammar or vocabulary). • Structure your lessons so you have a variety of practical activities. • Give your learners choice in terms of topic and ways of working, so that you deal with diversity and motivate. • Mere exposure to texts or input is not enough: design a variety of tasks to help your students to understand input (e.g. use scaffolding – see glossary). • Keep reminding learners continually that they are working on their language. Praise, encouragement, rewards and feedback • Praise, compliment and reward students a lot for using English and for doing things well. • Encourage students to try to say what they want to say; give them time to formulate answers to your questions. • Don’t correct all mistakes: encourage fluency and experimentation. Give feedback and practice on common English mistakes or ask the English department to do that for you. Use of English • Use English as much as possible in the classroom and sometimes outside the classroom, too. Speak slowly and carefully at the start; give students thinking time so that they have time to formulate their answers. • Work on your own English, by going to lessons but also, for instance, reading or watching English television, listening to the radio (Radio 4 or the World Service) 122
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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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teen teachers from eight schools an
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4.3.1 Level of English and internat
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Figure 4.2: In which year did your
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5 Results: interviews 5.1 Introduct
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have worked longer in bilingual hav
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terms of language as well as in ter
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How many bones does a human skeleto
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companying assignments. Students ca
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Page 74 and 75: http://maryglasgowplus.com/scholast
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Page 86 and 87: Teacher skills The students also me
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Page 105 and 106: Choice for tvmbo As well as asking
Page 107 and 108: About a third of the teachers found
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Page 114 and 115: 7 Conclusions and recommendations 7
Page 116 and 117: Results: online surveys for student
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Page 122: Final word This study has shown tha
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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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