Proud to be tvmbo - Kortlopend Onderwijsonderzoek

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Appendix 3: interview protocol students Introduction Bedankt voor je komst. Doel van interview = wat gaat goed in tweetalig vmbo? Wat is speciaal aan tvmbo? Deze school is een van 5 waar ik interviews afneem. Formulier invullen: naam, email, klas 1. Algemeen Key question: Wat werkt in tvmbo? Wat vind je het leukste aan tvmbo? Hoe zou het anders (beter) kunnen zijn? 2. Docenten en leren Key question: Wat helpt je het best om te leren in tvmbo? Wat werkt? PROMPTS Hoe zijn de tweetalig lessen anders dan de andere lessen in vmbo? Hoe helpen de docenten met het leren van je vak in het Engels? Hoe helpen de vakdocenten je met je Engels? Hoe helpen de docenten Engels? Wat vind je het leukst in de tvmbo lessen? Kan je je een goed les herinneren waar je veel aan gehad hebt? Wie is je beste docent? Hoezo? Hoeveel Engels spreek je in de les? Hoe houden de docenten jullie aan de praat? En de docenten zelf?? 3. Motivatie Key question: Waarom ben je gemotiveerd voor tvmbo? PROMPTS Waarom keuze gemaakt voor tvmbo? Vind je het leuk? Waarom (niet)? Verschil tussen de jaren als studenten zijn in de 2 e , 3 e , of 4 e? 137
4. Materials Key questions: Wat voor materialen helpen je om in tvmbo te leren? PROMPTS Boeken Opdrachten Websites Buiten de klas: wat doe je (websites, Twitter, mailing, online gamen in het Engels) 5. EIO Key question: Wat EIO elementen zijn succesvol in tvmbo? PROMPTS Stage? Werkervaring in het Engels? Trips? Bezoeken in het Engels? Buitenschoolsactiviteiten (drama, sport) in het Engels? Contact native speakers? 6. Anything else to say about what makes tvmbo a success? 138
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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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Canterbury cathedral and have a tou
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extremely positive about the school
Page 82 and 83: able for the upper school and that
Page 84 and 85: themselves. They also think that th
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
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
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 130 and 131: Appendix 2: interview protocol subj
Page 132: Own English Observations 7. Outsid
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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