Proud to be tvmbo - Kortlopend Onderwijsonderzoek

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Canterbury cathedral and have a tour with questions in the cathedral. The students also visit the Roman museum (considered by the coordinator as less appropriate for tvmbo students), have a tour of the town, play games and have dinner. The students are all given five pounds to spend on dinner and do that independently. On day 2 of the UK trip, they take a bus to Dover Castle and have a tour of the wartime tunnels, which is received enthusiastically by the students. The tour includes activities such as deciphering a code and learning about how soldiers sent messages to each other. After this, they have a walk on the white cliffs of Dover and take the boat home. Another school organizes a 24-hour visit to Dover, which includes a visit to the castle with a guide; students interview people in the street with questions prepared in the English classes. Once back at school, students then report back and give presentations about what they have done. for tvmbo students and to vocational CLIL. For example, one school is planning to try to organise apprenticeships in Ireland for their 2 nd or 3 rd year students, and another is organizing trips next year to, for example, Munster and Zaragoza. At two schools, students can join in the activities which are already carried out with the school’s tvwo groups. However, the tvmbo streams want to develop more activities directed more specifically at vmbo or mavo students. One school, for example, situated in a harbour area, wants to develop visits to English-speaking companies in the area, in order to develop vocational EIO. 5.3 Results: additional interviews TTO coordinators A number of questions were asked only to the bilingual coordinators at our five partner schools. Their responses are presented separately here. 5.3.1 Teacher preparation The five partner schools prepare their teachers for teaching tvmbo in a number of different ways. There are two main aspects of teacher preparation: English improvement and CLIL methodology. Most schools pay attention to preparing their teachers in terms of improving their English. Two of the schools use teachers who already teach in English to work in tvmbo, so they already have (Cambridge) certificates and good English. These teachers have followed English courses and are used to teaching in English; some have 10 years of CLIL experience already. The tvmbo schools are con- 81
sidering CLIL methodology training and some have made a tentative start, but believe that improving English is the initial priority. CLIL methodology will come at a later stage. This links nicely to the literature study, which also indicates that teachers’ language skills development should be a first priority, before CLIL methodology training. Extra hours Some schools provide their teachers with extra hours if they are working in the bilingual stream in their first year of being a CLIL teacher, since it is considered more demanding than teaching in the regular stream. CLIL methodology and professional development In response to the question about how schools are working on CLIL methodology and professional development, the answer from all schools was that this aspect of tvmbo was not yet applicable. Schools embarking on tvmbo consider the English of their teachers to be more important at the moment than professional development in terms of methodology. Schools do have plans for CLIL methodology improvement in the future. Some schools do send teachers on CLIL courses in the UK, for example at Pilgrims in Canterbury (http://www.pilgrims.co.uk), or on a study tour abroad with the European Platform. This motivates the teachers immensely. Teacher selection The coordinators were questioned about how teachers are selected to work in tvmbo. There are several different responses to this question. At one school, all the teachers are required to teach in tvmbo, since the school policy is that projects in English form part of the whole vmbo curriculum. At another school, teachers volunteer to teach in tvmbo and are then tested to see if their English level demonstrates that they are capable of teaching in English. Some schools choose to invite experienced tvwo teachers to work in tvmbo; others choose consciously not to do so, since they feel that tvmbo teachers should be those who know how to deal with this particular kind of student. The main advantage of having experienced tvwo teachers work in tvmbo is that their English is already more fluent. 5.3.2 Parents’ role We also asked the coordinators about the role of parents in making tvmbo a success. At the moment, only some of the schools work with parents in tvmbo. One school has a committee of parents for tvmbo which meets three times a year. These parents are 82
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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
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
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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
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Page 120 and 121: in your car! Don’t worry too much
Page 122: Final word This study has shown tha
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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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