661 research outputs found
Toetsing als vertrekpunt voor vernieuwing
No full textDe mogelijke vernieuwingen bij de vreemde talen kunnen resulteren in meer aandacht voor inhoud op het gebied van taal en cultuur. Hoe kun je deze onderdelen geïntegreerd toetsen met taalvaardigheid? Nivja de Jong, Janine Berns en Tessa Mearns maken in ‘Toetsing als vertrekpunt voor vernieuwing’ creatief gebruik van de bekende driehoek van Biggs (1996) met leerdoelen, toetsing en feedback en leeractiviteiten. Eigenlijk staan de leerdoelen bovenaan, maar als je begint bij de toetsing heb je een veel concreter uitgangspunt. En als het goed is zijn de toetsen valide operationaliseringen van de leerdoelen. De Jong, Berns en Mearns anticiperen op de nieuwe examenprogramma’s voor de moderne vreemde talen en schetsen de voordelen als de leesteksten niet meer over alle mogelijke vakvreemde onderwerpen gaan waar de docenten geen verstand van hebben en die er in feite niet toe doen, maar over taal en cultuur, het vakgebied van de vreemdetaaldocent. De inhoud wordt dan net zo belangrijk als de taal, zoals bij tweetalig onderwijs (CLIL). Daar moet het leerproces, dus ook de feedback en de beoordeling door de docent, zich richten op inhoud én op de taal. Van de CLIL-ervaringen kunnen de vernieuwde talenvakken leren.Teaching and Teacher Learning (ICLON
Sketching a motivational landscape: motivational variation within bilingual secondary education in the Netherlands
No full textStudies of motivation in bilingual education settings often address questions of differences between learners in bilingual programmes and those in mainstream education. Problematic in this respect is our increasing awareness of the inherent differences between these two learner groups, as learners in bilingual programmes have often chosen or been selected for a bilingual route (Mearns et al., 2017). The study presented here therefore does not seek to compare learners in bilingual and non-bilingual programmes, but rather to explore the nature of language learning motivation within the context of bilingual secondary education (BSE) in the Netherlands. Using a purpose-designed tool reflecting the L2 Motivational Self System (Dörnyei, 2009), this study investigated trends in motivation across genders, academic tracks and year-groups of nearly 2000 learners. Findings suggest that, although these learners all have bilingual education in common, differences between the motivations of these groups should not be overlooked.Teaching and Teacher Learning (ICLON
Motivation<i>for</i>or<i>from</i>bilingual education? A comparative study of learner views in the Netherlands
No full textContent and Language Integrated Learning (CLIL) has been said to increase not only foreign language proficiency but also learner motivation (Coyle, D., P. Hood, and D. Marsh. 2010. CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press). In contexts where CLIL is elective, however, the question can be raised as to whether its motivational effects can be distinguished from the pre-existing motivation that may have influenced the learner?s choice of educational route. The current study examined motivational differences between learners in Dutch-English bilingual and mainstream education. The aim was to establish whether the learner groups were differently motivated and whether their motivation appeared to be diachronically related to their chosen educational format. 581 learners in the first three years of general secondary education completed a questionnaire exploring their views on (language) learning. Results were analysed in terms of differences between bilingual and mainstream learners and across year-groups. Learners in bilingual education displayed more motivation in nearly all of the areas examined. There was little evidence, however, of this being a result of exposure to bilingual education, reinforcing the idea that motivation may be inherent to this group of CLIL learners
Specialty farming in Idaho: Selecting a site
No full textBulletin no. 744 Moscow, Idaho :University of Idaho, College of Agriculture, Cooperative Extension System, 1992-10-01. Author(s): Barney, D.L.; Finnerty, T.L.; Mancuso, C.J
Specialty farming in Idaho: Is it for me?
No full textBulletin no. 743 Moscow, Idaho :University of Idaho, College of Agriculture, Cooperative Extension System, 1992-01-01. Author(s): Barney, D.L.; Finnerty, T.L. ; Laughlin, K.M
Chicken, Egg or a Bit of Both? Motivation in bilingual education (TTO) in the Netherlands
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Conducted within the context of the general academic secondary school track in the Netherlands (HAVO), this study sought to investigate motivational differences between learners in bilingual (TTO) and in Dutch-language education (NTO). TTO being by now a well- established educational route, certain stereotypes and assumptions exist with regard to the type of learner it attracts. One of these assumptions is that TTO learners are particularly motivated to learn, although lack of previous research in this area means that there is little evidence to confirm that this is the case. As a bilingual approach to education that draws much of its inspiration from Content and Language Integrated Learning (CLIL), and considering recent emphasis on contextual factors and the learning environment in (L2) motivation studies, it might also be assumed that the TTO learning context could have a motivating effect among learners. Again, however, there is little evidence regarding the motivational impact of teaching and learning in TTO specifically.
This two-phase study employed a range of methods, from inclusive research using discussions and online forums, to quantitative data collection using learner questionnaires. These were administered to approximately 800 learners in the first three years of HAVO, across four schools. TTO learners appeared to display more characteristics that aligned with various theories of general and language-learning motivation. The most prominent of these characteristics were the integrative motive, a sense of agency, and future self-guides. The motivation of NTO learners appeared less strong, but may also develop differently to that of TTO learners. There was little evidence to suggest that learners’ experience of the TTO learning environment contributed significantly to the maintenance or development of these motivational characteristics, although it may have the potential to do so. Recommendations were made for how both learner-groups might be supported by schools in optimising their individual motivations.
ICLON – Publicaties zonder aanstelling Universiteit Leide
A disciplinary literacies perspective on subject teaching (or: why every teacher is NOT a language teacher)
No full textTeaching and Teacher Learning (ICLON
Using CLIL to enhance pupils’ experience of learning and raise attainment in German and health education: a teacher research project
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This paper describes and evaluates an action research project carried out by a teacher in an English comprehensive school, where a class of 13- to 14-year-olds was taught personal, social and health education and German through content–language integrated learning (CLIL) over a six-week period. The purpose of the study was to explore how CLIL would influence both motivation and attainment by giving learners the opportunity (i) to experience language learning with a broader, more applied purpose; (ii) to experience success in TL interactions; and (iii) to use linguistic structures in a more ‘natural’ context. The findings of the study were mixed with regard to motivation, as pupils struggled to equate their continued lack of confidence after a short period of CLIL with their increased academic success. With regard to attainment, the most able pupils exceeded their previous achievements by at least one National Curriculum level, although little improvement was noted in the levels of the less able pupils. This could be attributed to the short time frame of the study, and the resulting lack of confidence referred to above. This research is also evidence of the developing role of practitioner–research in the academic community, the validity and importance ofwhich is also discussed.ICLON – Publicaties zonder aanstelling Universiteit Leide
The language quadriptych in content and language integrated learning:Findings from a collaborative action research study
No full textIn this study, we report the findings from a collaborative action research project carried out between three secondary school teachers (Biology, History, Literature) from a Spanish-English bilingual school in Argentina, and Author 1. The project emerged in response to the teachers’ interest in providing their learners with further opportunities to use English as an additional language in the content and language integrated learning (CLIL) classroom. The experience included a series of workshops on lesson planning and reflection around the Language Triptych (Coyle et al. 2010. CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press). Data were collected through classroom observations, teaching and learning artefacts, and interviews with the participating teachers. Data were analysed through qualitative content analysis. We particularly pay attention to how the participating teachers put forward what we shall call the ‘Language Quadriptych’ to account for their learners’ linguistic and cognitive needs and wants in relation reflecting on their learning, alongside constructing disciplinary knowledge in English.</p
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