Proud to be tvmbo - Kortlopend Onderwijsonderzoek

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Literature list Bentley, Kay. (2010). The TKT Course CLIL Module. Cambridge: Cambridge University Press. Boon, E. den, Kraay, T. de, Kouzmina, O. & Schokkenbroek, J. (2010). Kennisbasis Engels. HBO raad. Brooks, K., Adams, S.R. & Morita-Mullaney, T. (2010). Creating inclusive learning communicates for ELL students: transforming school principals’ perspectives. Theory into Practice, 49:2, 121-128. Chamot, A.U. & O’Malley, J.M. (1994). The CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach. Reading, Massachusetts: Addison Wesley. Coffin, C. (2006). Mapping subject-specific literacies. Naldic Quarterly, Spring (accessed 1 June 2011). Coggins, D., Kravin, D., Da Vila Coates, G. & Dreux Carroll, M. (2007). English Language Learners in the Mathematics Classroom. Thousand Oaks, CA: Corwin Press. Council of Europe. (2009). Common European Framework of References for Languages. (accessed 1 June 2011) Coyle, D., Hood, P. & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press Dale, L., van der Es, W. & Tanner, R. (2010). CLIL Skills. Leiden, Expertisecentrum moderne vreemde talen. Dalton-Puffer, C. (2007). Outcomes and processes in Content and Language Integrated Learning (CLIL): current research from Europe. IN: Delanoy, W. & Volkman (eds). Future Perspectives for English Language Teaching. Heidelberg: Carl Winter. Dawes, L. & Wegerif, R. (1998). Encouraging exploratory talk: Practical suggestions. (accessed 1 June 2011). Deller, S. & Price, C. (2007). Teaching Other Subjects Through English. Oxford: Oxford University Press. Echevarria, J., Vogt, M. & Short, D.J. (2004). Making Content Comprehensible for English Learners: The SIOP Model. Boston: Pearson Education. 139
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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
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able for the upper school and that
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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 135: 4. Materials Key questions: Wat voo
Page 140 and 141: Glossary A short glossary for non-D
Page 142: Proud to be tvmbo Teaching in bilin
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