Proud to be tvmbo - Kortlopend Onderwijsonderzoek

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Table 6.2: Extremely useful activities according to students Extremely useful activity Percentage of students doing things 55% pair work 55% PowerPoint presentations 55% creating their own things 55% working in groups 48% creative speaking activities 48% watching video clips or DVDs 47% projects 47% finding things out for themselves 46% making notes 45% learning lists of words 45% music and songs 43% working from a course book 40% having posters in the classroom to look at 40% interesting homework 40% in English outside the class, and another one about how useful they found these activities in learning English. It turns out that many of them do quite a lot in English outside the classroom, the most popular activities being watching films in English with Dutch subtitles, closely followed by watching television in English. The other most popular activities are watching music on YouTube or other sites, chatting online in English (for example with other people around the world about computer games) and doing computer games in English. English outside the class which helps learning Around 40% of the students indicated that they also believe that they learn English when they do the following activities outside class: • singing along with English music; • watching films with Dutch subtitles in English; 101
• watching films with English subtitles in English; • watching English television programmes; • watching funny films in English on Youtube; • watching music videos on Youtube. This is an interesting finding which relates to our literature search in Chapter 2 where Verspoor et al (2010) found a significant correlation between productive skills and contact with popular modern media. Let us hope that contact with the popular modern media helps tvmbo students to improve their English, too! Moreover, this result indicates that teachers might effectively use modern media to help their students learn. Choice for tvmbo We asked students their reasons for choosing tvmbo. From the interviews we realised that there are many reasons for choosing to join a tvmbo, such as the fact that students had lived in a foreign country or wanted a new challenge. The main reasons chosen by more than 65% of the students or more (starting with the most important): • English is an important world language (96%). • I want to learn to communicate in English (93%). • I like speaking English (83%). • I think that English is good for my future (76%). • I would like to go abroad with school (69%). • I am looking for a challenge (66%). • I could speak English already (66%). Apparently these students realise the usefulness of tvmbo in terms of their future and communication with people from other cultures. Furthermore, they are students who like a challenge and are motivated to learn English. Would students recommend tvmbo? A little over 70% of the students would recommend tvmbo to a friend or family member. When asked about their reasons, they write, for example: • ‘Juist wel want als je 2 uur in een week engels hebt dank an dat best leerzaam zijn. jE LEERT BEST VEEL!!!’ • ‘omdat je er heel veel van opsteekt je leert er ook meer door als je bijvoorbeeld naar engeland zou gaan zou het spreken je veel makkelijk af gaan.’ • ‘Omdat het leuk is om te doen en je leert goed in het engels praten, ik denk dat je het ook goed kan gebruiken in andere landen!’ 102
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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
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2.5.8 Teaching in English in primar
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Time Speak slowly to your students,
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Questioning Think about the kinds o
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make their content comprehensible t
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3 Research methods: online surveys,
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3.1.1 Interviews : protocols and ke
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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
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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
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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: Figure 6.2: Which classes are stude
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
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
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