Proud to be tvmbo - Kortlopend Onderwijsonderzoek

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• Pay attention to language which is specific to your subject. • Include lots of speaking at the start of a tvmbo programme. • Encourage students to use English outside the classroom. Assessment: work on, use a variety of assessment types • Discuss ways of assessing tvmbo students in your team, both for content and language. • Use a variety of ways of assessment. Recommendations for in-service training • Find out what the level of your teachers is when they join the team, in all English language skills • Organize English lessons for them in school as a team and send them to the UK on courses. • Send teachers on in-service courses related to CLIL skills. It is important to work on English language skills first, and CLIL skills later. • Encourage teachers to become aware of language of their subject. • Encourage teachers to learn about and use scaffolding (see glossary). • Organize moments for collaboration between English and subject teachers. • Teach teachers how to stimulate interaction in the classroom. Recommendations for further research • A deeper and broader literature search would be useful. • The online survey could be re-opened to target a larger number of teachers and students. • A further analysis of the surveys and interviews could be carried out. • A study could be carried out to examine carefully the language which students need in bilingual vmbo. • A further study could be carried out in order to examine carefully the language which tvmbo students require in order to reach vocational literacy or vocational language proficiency. • We could look at the differences between Dutch and English language achievement. • A study could be carried out to look at language development in Dutch and English. • We might examine how schools can implement an effective language policy for bilingual vmbo, both in terms of English and Dutch. 17
• A longer-term study of the development of students could be carried out for at least four years. • Research into appropriate materials for tvmbo is needed. • A further relevant research project would be to look at appropriate ways of assessing tvmbo students in a bilingual context. • A further interesting question is How does the implementation of tvmbo affect the self image of tvmbo students? The study shows that bilingual vmbo is very feasible, that it motivates students and improves their self-image. It has also revealed some useful teaching and learning strategies and described good practice for tvmbo, for EIO and for in-service training. 18
Page 1 and 2: KORTLOPEND ONDERWIJSONDERZOEK Proud
Page 3 and 4: CIP-GEGEVENS KONINKLIJKE BIBLIOTHEE
Page 5 and 6: 5 Results: interviews 61 5 Results:
Page 7 and 8: N.B. For ease of reading we refer t
Page 10 and 11: Summary The Centre for Teaching and
Page 12 and 13: The concentration span of tvmbo stu
Page 16 and 17: 1 Introduction and background 1.1 I
Page 18 and 19: alization in education. One of the
Page 20: Table 1.1: Levels of English aims f
Page 23 and 24: Context CLIL prepares students for
Page 25 and 26: learning. This is very motivating f
Page 27 and 28: 2.5.3 Immersion and ‘at risk’ s
Page 29 and 30: 32 strategy that Genesee highly rec
Page 31 and 32: guage integrated learning (CLIL)? a
Page 33 and 34: 2.5.8 Teaching in English in primar
Page 35 and 36: Time Speak slowly to your students,
Page 37 and 38: Questioning Think about the kinds o
Page 39 and 40: make their content comprehensible t
Page 42 and 43: 3 Research methods: online surveys,
Page 44 and 45: 3.1.1 Interviews : protocols and ke
Page 46 and 47: Figure 3.4: Key questions dealt wit
Page 48 and 49: 3.3.3 Interviewees and observations
Page 50: teen teachers from eight schools an
Page 53 and 54: 4.3.1 Level of English and internat
Page 55 and 56: Figure 4.2: In which year did your
Page 58 and 59: 5 Results: interviews 5.1 Introduct
Page 60 and 61: have worked longer in bilingual hav
Page 62 and 63: 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
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5.6.3 Materials We also asked the s
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Good tvmbo teachers use (nearly) 10
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choose consciously not to do so. Sc
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Table 6.1: Number of teachers and s
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Figure 6.2: Which classes are stude
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• watching films with English sub
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6.4 Results: online surveys for tea
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and builds confidence; pictures and
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Choice for tvmbo As well as asking
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About a third of the teachers found
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Table 6.6: Teachers’ opinions abo
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works to develop tvmbo. However, th
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7 Conclusions and recommendations 7
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Results: online surveys for student
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• Organize English language activ
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in your car! Don’t worry too much
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Final word This study has shown tha
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A2 Taalvaardigheid Nederlands A3 Do
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B4 Aanbod Oriëntatie op studie en
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Appendix 2: interview protocol subj
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Own English Observations 7. Outsid
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4. Materials Key questions: Wat voo
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García, S. B. & Taylor, B-J. (2010
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Glossary A short glossary for non-D
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Proud to be tvmbo Teaching in bilin
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Proud to be tvmbo - Kortlopend Onderwijsonderzoek

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