Proud to be tvmbo - Kortlopend Onderwijsonderzoek

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Mehisto, P., Marsh, D. & Frigols, M.J. (2008). Uncovering CLIL. Oxford: Macmillan. Menken, K. (2010). NCLB and English language learners: challenges and consequences. Theory into Practice, 49,2, 121-128. Mercer, N. (2000). Words and minds. Abingdon: Routledge. Merisuo-Storm, T. (2006). Pupils’ attitudes towards foreign-language learning and the development of literacy skills in bilingual education. Teaching and teacher education, 23, 226-235. Pandian, A. & Ramiah, R. (2003). Mathematics and science in English – teacher voices. ELTC ETeMS conference: Managing curricular change. Seikkula-Leino, Janna. (2007). CLIL Learning: Achievement Levels and Affective Factors. Language and Education, 21, 4. 2007. Pages 328 – 341 Samimy; K.K., Newman, K. L.& Romstedt, K. (2010). Editorial. Theory Into Practice, 1543-0421, 49, 2, 87-90. Sharpe, T. (2001). Scaffolding in action: snapshots from the classroom, in Hammond, J. (ed.) Scaffolding: Teaching and learning in language and literacy education. Marrickville New South Wales, Australia: Primary English Teaching Association, 31-48. Short, D. & Echevarria, J. (1999). The Sheltered Observation Protocol: a tool for teacher-researcher collaboration and professional development. UC Berkeley: Center for Research on Education, Diversity and Excellence. Retrieved from (accessed 1 June 2011). Swain, M., Lapkin, S., Rowen, N. & Hart, D. (1990).The role of mother tongue literacy in third language learning. Language, Culture and Curriculum, 3:1, 65-81. Verspoor, M. De Bot, K & E. van Rein. (2010). Binnen en buitenschools taalcontact en het leren van Engels. Levende Talen Tijdschrift 11:4. Visser, M. & Richter, J. (2008). Echt wel: Talen BBL! Amersfoort: CPS. Vollmer, H. (2006). Language across the curriculum – a way towards pluralism. Language policy division: Strasbourg, 177-192. Wellington, J.& Osborne, J. (2009). Language and Literacy in Science Education. Maidenhead: Open University Press. Westhoff, G. (2004). The Art of Playing a Pinball Machine. Characteristics of effective SLA-tasks, Babylonia 12, 58-63). < http://www.gerardwesthoff.nl/publicaties-wetenschappelijk-didactiek-van-devreemde-talen.php > (accessed 25 February 2009) Wragg, E.C. & Brown, G. (2001) Questioning in the primary school, Abingdon: Routledge Falmer. 141
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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
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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 and 136: 4. Materials Key questions: Wat voo
Page 137: García, S. B. & Taylor, B-J. (2010
Page 141 and 142: LAC 144 second language. Languages
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