Proud to be tvmbo - Kortlopend Onderwijsonderzoek

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2 Background literature related to bilingual junior secondary vocational education (tvmbo) 2.1 Introduction Chapter 2 summarizes findings from the short literature review done for the project. The literature review for this research project aimed to discover examples of and suggestions for good practice in tvmbo. The literature search does not, however, claim to be exhaustive, and it is mostly limited to recent literature. Nonetheless, there are some useful conclusions that we can draw for bilingual junior secondary vocational education (tvmbo) from studies about learning in a second language around the world. 2.2 Experiences with bilingual junior secondary vocational education (tvmbo) The situation in the Netherlands is exceptional: we are one of the few countries in the world with junior secondary vocational education, although, of course, many countries start vocational education at a later stage in students’ schooling. We can learn from other countries’ experiences with teaching content in another language to students at all levels - from immersion programmes (such as French immersion in Canada), from work with students who are learning content in their second language (such as Spanish or Chinese speakers learning in English at school in the USA) and from education systems where CLIL has been implemented (such as Spain, Finland or Malaysia). 2.3 Reasons for introducing CLIL The many advantages of CLIL have been well-documented. They are briefly summarized here from Coyle et al, 2010: 17. 25
Context CLIL prepares students for globalization, accesses international certification and enhances a school’s profile. Content CLIL gives students different perspectives on the world, prepares for future study, provides skills for working life and helps access knowledge in another language. Language CLIL improves competences in the foreign language, develops speaking skills, the awareness of both the mother tongue and the foreign language and helps to develop self-confidence. Learning CLIL increases students’ motivation and confidence, encourages a variety of classroom practice for teachers and helps to develop learning strategies. Culture CLIL encourages intercultural knowledge and communication skills through internationalisation. Furthermore, Vollmer states that CLIL has been “the motor for rediscovering the central role of language in all subject-matter learning” (Vollmer, 2006: 187), meaning that the teaching of language and subject learning are interwoven and interdependent. You need language to learn about a subject and vice versa. 2.4 Advantages of CLIL for tvmbo Here are some reasons from the literature about why CLIL can be advantageous for tvmbo students. 2.4.1 Vocational preparation Firstly, and perhaps most importantly, tvmbo prepares students for future study and working life in English. Many jobs in the Netherlands require spoken or written communication in English. As Coyle et al write, “vocationally based study can help prepare students for opportunities which may require use of the CLIL language in later life” (Coyle et al, 2010: 20). In a Council of Europe report, Vollmer coins the terms 26
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
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Page 16 and 17: 1 Introduction and background 1.1 I
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Page 27 and 28: 2.5.3 Immersion and ‘at risk’ s
Page 29 and 30: 32 strategy that Genesee highly rec
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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,
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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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