Characterising integrated content-language pedagogies of global perspectives teachers in Dutch bilingual schools

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. Eleven teachers from seven bilingual schools across the Netherlands participated in the study in the...

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Bibliographic Details
Published in:Language, culture, and curriculum Vol. 34; no. 1; pp. 18 - 34
Main Authors: van Kampen, Evelyn, Meirink, Jacobiene, Admiraal, Wilfried, Berry, Amanda
Format: Journal Article
Language:English
Published: Abingdon Routledge 02.01.2021
Taylor & Francis Ltd
Subjects:
Applied linguistics
Bilingual education
Bilingual Schools
Bilingualism
Cognition
Content and Language Integrated Learning
Content and language integrated learning (CLIL)
Cultural Awareness
Cultural identity
Culture
Curricula
Curriculum Development
Discourse
Discourse functions
Dutch language
English (Second Language)
Family physicians
Foreign Countries
Heuristic
Heuristics
Interviews
Language acquisition
Language varieties
Learning
Lesson Plans
Linguistics
pedagogies
Schools
Second Language Instruction
Second Language Learning
Secondary education
Secondary School Students
Secondary School Teachers
Secondary schools
Teacher Attitudes
Teachers
Teaching
Teaching Methods
the Netherlands
Video Technology
Netherlands
ISSN:0790-8318, 1747-7573
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Summary: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. 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.
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ISSN:0790-8318
1747-7573
DOI:10.1080/07908318.2020.1732999