Content and Language Integrated Learning in Dutch bilingual education

IF 0.6 Q3 LINGUISTICS

Dutch Journal of Applied Linguistics Pub Date : 2018-12-01 DOI:10.1075/DUJAL.18003.OAT

Huub Oattes, R. Oostdam, H. J. Graaff, R. Fukkink, A. Wilschut

引用次数: 5

Abstract

This small-scale observational study explores how Dutch bilingual education history teachers (BHTs) focus on the L2 component in their CLIL-lessons. We observed and rated eight BHTs on five language teaching categories. Results show that Dutch BHTs focus more strongly on using the L2 to teach subject content and that they tend to be less engaged in teaching specific second language topics, such as focus on form or language learning strategies. Further results and suggestions for improving the BHTs’ L2 focus are discussed together with a plea for a CLIL definition that is more in line with the everyday reality of the CLIL classroom.

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荷兰双语教育中的内容与语言整合学习

这项小规模观察研究探讨了荷兰双语教育历史教师(BHTs)如何在他们的cll课程中关注第二语言部分。我们观察并评价了八名bht在五个语言教学类别。结果表明，荷兰的bht更注重使用第二语言来教授学科内容，他们倾向于较少教授特定的第二语言主题，例如关注形式或语言学习策略。进一步的结果和建议，以提高BHTs的第二语言的重点，并呼吁CLIL的定义，更符合CLIL课堂的日常现实。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Dutch Journal of Applied Linguistics LINGUISTICS-

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期刊介绍： The Dutch Journal of Applied Linguistics (DuJAL) focuses on promoting Dutch and Belgian work in applied linguistics among an international audience, but also welcomes contributions from other countries. It caters for both the academic society in the field and for language and communication experts working in other contexts, such as institutions involved in language policy, teacher training, curriculum development, assessment, and educational and communication consultancy. DuJAL is the digital continuation of Toegepaste Taalwetenschap in Artikelen, which had been the journal of Anéla, the Dutch Association of Applied Linguistics, for forty years. Like its predecessor, DuJAL wants to offer a platform to young researchers in applied linguistics, i.e. PhD candidates and MA students. In order to maintain a high standard all submissions are subjected to a ‘double blind’ review by at least one external reviewer and two of the editors. Contributions may be written in Dutch, English, German or French.