Since the opening of the first CLIL department in the Netherlands in 1989, tweetalig onderwijs (‘bilingual education’) has expanded into a national network of over 130 secondary schools, serving a... Show moreSince the opening of the first CLIL department in the Netherlands in 1989, tweetalig onderwijs (‘bilingual education’) has expanded into a national network of over 130 secondary schools, serving a population of around 37,000 learners. While academic interest in the field has also seen growth and diversification, the pace of practical developments and the lack of a structured research agenda have led to research becoming fragmented and lagging behind practice. This chapter provides an overview of the Dutch CLIL context followed by a critical review of research into organisation, implementation, outcomes and experiences in Dutch bilingual education. The chapter concludes with a reflection on the ways in which future research could support further developments in practice. Show less
This study aims to characterise teachers’ integrated content-language learning pedagogies teaching the skills-focused subject Global Perspectives (GP) in Dutch bilingual upper-secondary-schools.... Show moreThis study aims to characterise teachers’ integrated content-language learning pedagogies teaching the skills-focused subject Global Perspectives (GP) in Dutch bilingual upper-secondary-schools. Eleven teachers from seven bilingual schools across the Netherlands participated in the study in the school-year 2016-2017. To obtain insight into teachers’ pedagogies, semi-structured interviews and observations of GP lessons were used. Dalton Puffer’s Cognitive Discourse Functions (CDF) construct [(2013). A construct of cognitive discourse functions for conceptualizing content-language integration in CLIL and multilingual education. European Journal of Applied Linguistics, 1(2), 216–253. https://doi.org/10.1515/eujal-2013-0011], in combination with a focus on subject-specific Culture, was used as a heuristic to analyse the integrated content-language pedagogies of teachers. Main findings include that the participating schools had three distinct Intended Curriculum foci and, within these, five different types of integrated content-language learning pedagogies were identified. Main implications discussed are that focusing on subject-specific culture and using the CDF Construct is a useful heuristic to allow analysis of teachers’ integrated content-language pedagogies, and that it may also provide a useful framework for both pre- and in-service teachers in CLIL contexts to emphasise the integrated nature of CLIL teaching. Show less
Kampen, E. van; Meirink, J.; Admiraal, W.; Berry, M. 2020
In recent years, a surging uptake of content and language integrated learning (CLIL) has permeated the European context. This article presents the outcomes of a study about the self-reported... Show moreIn recent years, a surging uptake of content and language integrated learning (CLIL) has permeated the European context. This article presents the outcomes of a study about the self-reported pedagogical practices of CLIL teachers in the Netherlands. To investigate these teachers’ pedagogies, a questionnaire was designed, validated and, subsequently completed by 297 teachers (218 CLIL teachers and 79 regular teachers) from secondary schools across the Netherlands. This allowed a detailed investigation of the nature and range of pedagogies of CLIL teachers as well as differences between CLIL teachers of different subject disciplines. The results of the CLIL teachers were compared to a sample of regular teachers. Three main findings emerged from the study. First, CLIL teachers report using more pedagogical approaches focusing on providing students with diverse input and scaffolding than approaches focusing on developing students’ language and their knowledge of disciplinary literacies. Second, the subject discipline of a CLIL teacher seems to influence the pedagogical approaches they report using. Third, there is a notable difference between the kinds of pedagogies reported by CLIL teachers and their regular counterparts. Show less
Oteo, I.; Ivison, R.J.; Dunne, L.; Smail, I.; Swinbank, A.M.; Zhang, Z.-Y.; ... ; Kampen, E. van 2016
Current therapies for patients with atherosclerosis are targeted primarily on reducing blood cholesterol, but this fails to prevent a large number of cardiovascular events.95 In order to identify... Show moreCurrent therapies for patients with atherosclerosis are targeted primarily on reducing blood cholesterol, but this fails to prevent a large number of cardiovascular events.95 In order to identify new therapeutic strategies for treating atherosclerosis, it is important to study the interactions between the cells that make up the atherosclerotic lesion. This thesis describes the role of endothelial cells and macrophages during lesion formation, as well as the expression patterns of sterol sensors in vascular smooth muscle cells present in the lesion. These new insights contribute to our understanding of atherosclerosis open up new avenues of atherosclerosis research Show less
