Proud to be tvmbo - Kortlopend Onderwijsonderzoek

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Appendix 2: interview protocol subject and language teachers Materials Interview contact information form Audio recording equipment Copies of interview questions Introduction Thanks for volunteering to be interviewed. Aim of the interview is to find out what is going well at your school in tweetalig vmbo. I am looking for good practice. I am going to 5 schools. Shall we interview in Dutch or English? What is/are your names? Email address? Subjects taught? (Complete form) 1. Learning and teaching KEY QUESTION: What works in tvmbo? What is special/unique about tvmbo PROMPTS difference tvmbo different from vmbo? success story? Something that’s going well? pitfalls? Something that’s not going well? difference between teaching in different types of tvmbo? (TL, GL, KBGL, BBL, LWOO) (theoretische leerweg, gemengde leerweg, de kaderberoepsgerichte leerweg, basisberoepsgerichte leerweg, leerwegondersteunend onderwijs) differences between teaching in thavo/tvwo and tvmbo? What helps tvmbo students learn best related to language learning / content learning? What works best in the classroom in tvmbo related to language use? How do you keep students using English? 2. Students KEY QUESTION: Why do students choose tvmbo? 133
PROMPTS motivation in tvmbo students differences between thavo, tvwo and tvmbo students? Prompts: differences mothertongue / home language? How deal with that? ways of learning level of English 3. Teachers’ English/affective side KEY QUESTION: How does your own level of English affect your teaching? PROMPTS How does your own level of English influence your teaching? How does working in tvmbo affect your relationship with the students? how satisfied are you about your own English? Are you different when teaching in English and in Dutch? If so, how? How much English do you use with tvmbo students? (percentage of time) Why? 4. Assessment KEY QUESTION: What are good ways of assessing tvmbo students? PROMPTS Assessment subject knowledge (tests, projects, SOs)? English assessment? How different from vmbo? Why do you choose to assess them in the ways you do? 5. Materials Key question: What sort of materials do you think help tvmbo students best to learn? (books, websites, etc) 6. Collaboration/role of English teachers Key question: What is the role of the English department in making tvmbo a success? PROMPTS What support? Teaching colleagues English Tests Tasks Lesson plans 134
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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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thoroughly that students have under
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siastic teachers in this group - ma
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Figure 5.6: Accent report card, Lor
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http://maryglasgowplus.com/scholast
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elated to different countries. The
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Page 80 and 81: extremely positive about the school
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
Page 95 and 96: Table 6.1: Number of teachers and s
Page 97 and 98: Figure 6.2: Which classes are stude
Page 99 and 100: • watching films with English sub
Page 101 and 102: 6.4 Results: online surveys for tea
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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
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
Page 118 and 119: • Organize English language activ
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 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
Page 142: Proud to be tvmbo Teaching in bilin
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Proud to be tvmbo - Kortlopend Onderwijsonderzoek

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