Proud to be tvmbo - Kortlopend Onderwijsonderzoek

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Acknowledgments Our heartfelt thanks go to Leo van Putten from Anna van Rijn College in Nieuwegein and chair of the network for bilingual junior secondary vocational (tvmbo) schools. Thanks, Leo, for supporting our research project and for your boundless enthusiasm, energy, patience and positivity regarding bilingual education for vmbo students. Thanks, too, to the five partner schools where tvmbo is being developed and where the interviews were carried out: Anna van Rijn College in Nieuwegein, CSG Calvijn College Groenehart in Barendrecht, Farel College in Ridderkerk, Lorentz Lyceum in Arnhem and RSG Slingerbos-Levant in Harderwijk. We are also very grateful to all the teachers and students from schools in the network who shared their ideas about best practice in bilingual junior secondary vocational schools in the online surveys. Personal thanks go to Henry Buiten, Anne-Marieke de Jong, Femke Logman and Leo van Putten from Anna van Rijn College for feedback regarding the development of the online survey and to Leo, Mariska van den Bos from Lorentz Lyceum and our colleague Jason Skeet for commenting on an earlier version of this book. Utrecht, June 2011 Rosie Tanner and Rick de Graaff 11
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: N.B. For ease of reading we refer t
Page 11 and 12: Finally, the interview and observat
Page 13 and 14: Recommendations for teachers in the
Page 15 and 16: • A longer-term study of the deve
Page 17 and 18: There are three main reasons why CL
Page 19 and 20: • The school has created a policy
Page 22 and 23: 2 Background literature related to
Page 24 and 25: vocational literacy or vocational l
Page 26 and 27: immersion for all students (e.g. Ge
Page 28 and 29: 2.5.4 USA: English language learner
Page 30 and 31: • Teach study skills explicitly s
Page 32 and 33: guage skills of the teachers, so th
Page 34 and 35: 2.6 Suggestions for schools There i
Page 36 and 37: other ways and other contexts. Teac
Page 38 and 39: Useful questions To summarize this
Page 40: subjects, English teachers in how s
Page 43 and 44: 3.3 Interviews As a result of the l
Page 45 and 46: Figure 3.3: Key questions dealt wit
Page 47 and 48: Figure 3.5: Excerpt from email to s
Page 49 and 50: • to gather examples of teacher b
Page 52 and 53: 4 Short factual online survey: resu
Page 54 and 55: Figure 4.1: Which kinds of tvmbo? 4
Page 56: 4.5 Organization of tvmbo This sect
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European integration and globalizat
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proving in English and feel proud o
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The pupils come up with lots of ide
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Creativity, projects, surprises and
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Feesten en vieringen - Suriname, Cu
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stream. Others choose the school be
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ing. However, some ways of assessin
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External tests Some schools work wi
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At some schools, the English teache
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ets and had invitations to a Christ
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sidering CLIL methodology training
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5.5 Challenges The teachers and coo
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activity stays better in their memo
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Figure 5.9: Ways tvmbo students thi
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Improvements Students mention some
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5.7 The interviews: conclusions In
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point the main reasons for students
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6 Results: online surveys for stude
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Helpful activities for students The
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Table 6.2: Extremely useful activit
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• ‘Ik vind het tvmbo erg leuk,
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Table 6.3: Extremely useful activit
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Linked to this question is the one
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Role of the English department We a
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Figure 6.3: Recommended online reso
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Some students accept that I only sp
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EIO The most popular EIO activities
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in projects or as a mixture. The st
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7.3.1 Recommendations for school po
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• Encourage the use of popular me
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7.4 Recommendations for further res
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Appendix 1: Standaard Europees Plat
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B1 Kwantitatief aanbod B2 Kwalitati
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D Randvoorwaarden D1 Personeel D2 M
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PROMPTS motivation in tvmbo studen
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Appendix 3: interview protocol stud
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Literature list Bentley, Kay. (2010
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Mehisto, P., Marsh, D. & Frigols, M
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LAC 144 second language. Languages
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Proud to be tvmbo - Kortlopend Onderwijsonderzoek

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