Proud to be tvmbo - Kortlopend Onderwijsonderzoek

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themselves. They also think that there should be consequences if they do not use enough English – some kind of punishment, or even detention! Students also believe that the teachers help them to learn English. They enjoy their teachers’ accents and having their pronunciation corrected; they learn from tips for learning words. Below we discuss the topics which were mentioned by the students during the interviews, but not by their teachers. Working together Some students believe that they learn a lot from working together, since they can learn from each other. They enjoy group work, especially creative tasks in groups. Language awareness One very interesting finding from the interviews with the students is that they are very much aware that they are learning English as well as content. ‘At the start, we knew no English’, one student says: they are very aware of how much language they are learning and how their own language progress. How do they think that they learn a language best? Students came up with many ideas, which are listed in Figure 5.9: Ways tvmbo students think they learn English below. Surprisingly, perhaps, they seem to think that they learn a lot from and enjoy writing, if it is meaningful or creative. They seem mostly to enjoy speaking and communication activities. 87
Figure 5.9: Ways tvmbo students think they learn English READING Using the Internet and Google LISTENING Music with a task: we learned the present continuous from the song “Cecilia” (Simon en Garfunkel) SPEAKING AND SINGING The teachers speak a lot of English Everything in English Talking and communicating in English Presentations Interviewing each other Telling our partner about the sports we do Singing the alphabet (Sesame street) WRITING Making a PowerPoint about a country Writing words down Good tips for making a summary Making a summary in English Writing Making questions for myself Writing a poem in English VOCABULARY AND GRAMMAR Working with vocabulary in Build Up (book). Putting words in a sentence WRTS programme (online vocabulary site) http://www.wrts.nl Grammar explanations Making a story from a list of words OTHER Going to the tutorial centre for remedial history teaching (‘Because it’s run by students, I can understand better.’) Silly stories and humour 88
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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
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2.5.3 Immersion and ‘at risk’ s
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32 strategy that Genesee highly rec
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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 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
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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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