Proud to be tvmbo - Kortlopend Onderwijsonderzoek

More documents

Recommendations

Info

Foreword Teaching in bilingual junior secondary vocational education or bilingual tvmbo is special: it’s different. Students who choose vmbo learn in different ways from those in bilingual vwo (pre-university education) or havo (senior general secondary education): they need more variety in terms of activity and are motivated by real-life tasks and personal contact. They like to move and to make and to create. So teaching these students in English is also different. This research project aims to look at good practice in tvmbo: What is working now? What skills and knowledge do tvmbo teachers need? What works in the classroom? What type of European and International Orientation (EIO) is appropriate for tvmbo? It is written for schools which have just started or which are considering starting a tvmbo stream and which are interested to know what type of bilingual education is appropriate and effective for vmbo students. Bilingual education has been part of the Dutch education system since 1989, there being 123 schools with 150 bilingual departments at the time of writing. The first school to start experimenting with bilingual junior secondary vocational (or tvmbo) departments began in 2004 and in the past few years there has been a movement to introduce bilingual education into more vmbo departments. The first ‘official’ tvmbo streams opened in 2009. There are now fourteen schools which have already started bilingual education in vmbo: twelve of these schools teach through English, and two through German. The growing network of interested schools which have started or which are considering starting bilingual education in vmbo – members of the tvmbo network - numbers twenty-seven schools. Anna van Rijn College in Nieuwegein invited the Centre for Teaching and Learning (ex-IVLOS) at Utrecht University to carry out this short-term (200 hour) research project on behalf of the network of tvmbo schools in order to look at good practice in tvmbo. The research question was Welke handreikingen voor succesvolle vormen van tweetalig vmbo (tvmbo) kunnen gegeven worden op basis van onderzoek en ervaring? or, in translated loosely into English, What are teacher’ teachers’ and students’ opinions about good practice in bilingual junior secondary vocational education? 9
N.B. For ease of reading we refer throughout this book to students learning in English; the results of the research project apply equally to schools in the Netherlands teaching bilingually through German. 10
Page 1 and 2: KORTLOPEND ONDERWIJSONDERZOEK Proud
Page 3 and 4: CIP-GEGEVENS KONINKLIJKE BIBLIOTHEE
Page 5: 5 Results: interviews 61 5 Results:
Page 10 and 11: Summary The Centre for Teaching and
Page 12 and 13: The concentration span of tvmbo stu
Page 14 and 15: • Pay attention to language which
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
Page 64 and 65:
How many bones does a human skeleto
Page 66 and 67:
companying assignments. Students ca
Page 68 and 69:
thoroughly that students have under
Page 70 and 71:
siastic teachers in this group - ma
Page 72 and 73:
Figure 5.6: Accent report card, Lor
Page 74 and 75:
http://maryglasgowplus.com/scholast
Page 76 and 77:
elated to different countries. The
Page 78 and 79:
Canterbury cathedral and have a tou
Page 80 and 81:
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 135 and 136:
4. Materials Key questions: Wat voo
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
show all

Proud to be tvmbo - Kortlopend Onderwijsonderzoek

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?