Work

Bilingual education and CLIL in the Netherlands

Year: 2018

Type: article

Abstract: The Netherlands is often held up an example of a ‘success story’ in terms of practices and research regarding the teaching and learning of subject content in a second language ( de Graaff & van Wilgenburg, 2015 ; Pérez-Cañado, 2012 ). Nearly 30 years after its initial beginnings, bilingual secondary education in the Netherlands continues to thrive and to evolve in fitting with educational demands, as does the research associated with it. This Special Issue includes contributions addressing Content and Language Integrated Learning (CLIL) as a pedagogical approach in the context of bilingual education as a curricular paradigm, both specifically within the Dutch context. The issue contains six research articles from different perspectives, supported by discussions both from an international research standpoint and from the educational field. It is hoped that the publication of this issue will not only indicate a next stage for bilingual education policy and practice, but also give impetus to new areas for research.

Source: Dutch Journal of Applied Linguistics

DOI: 10.1075/dujal.00002.int

Authors: Tessa Mearns, Rick de Graaff

Institutions: Leiden University, University of Applied Sciences Utrecht, Utrecht University

Language: English

Topic: Second Language Learning and Teaching

Subfield: Literature and Literary Theory

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

OpenAlex ID: W2909785752

FWCI: 11.51

Cites: 17

Cited by: 21

Related to: 10