Issues in the implementation of CLIL in pre-vocational education in the Netherlands
The increasing momentum behind the use of Content Language and Integrated learning (CLIL) within the Dutch educational system is a disputed one. Despite a considerable body of literature supporting the benefits of CLIL many stakeholders feel otherwise and are reluctant to employ CLIL despite the generally positive literature. Others are more enthusiastic and take (forms of) CLIL on board only to dismiss its principles after a number of years, leaving them disappointed; some educational institutes manage to implement a different approach to teaching successfully whereas others seem to fail. Hence there is a need for research to explore the issues that may cause disjunction between CLIL models of best practice as described in literature and everyday work situations. This thesis seeks to explore the complex ways in which professionals negotiate and relate to the implementation of Content and Language Integrated learning. An interview study was conducted to identify the complex ways in which professionals negotiate and relate to the implementation of Content and Language Integrated learning as well as an identification of disjunctures when experiences and expectations of the professionals were placed next to each
van Dongen, Hendrik Adriaan
CLIL issues ; vocational education ; bilingual
Issues in the implementation of CLIL in pre-vocational education in the Netherlands. The increasing momentum behind the use of Content Language and Integrated learning (CLIL) within the Dutch educational system is a disputed one. Despite a considerable body of literature supporting the benefits of CLIL many stakeholders feel otherwise and are reluctant to employ CLIL despite the generally positive literature. Others are more enthusiastic and take (forms of) CLIL on board only to dismiss its principles after a number of years, leaving them disappointed; some educational institutes manage to implement a different approach to teaching successfully whereas others seem to fail. Hence there is a need for research to explore the issues that may cause disjunction between CLIL models of best practice as described in literature and everyday work situations. This thesis seeks to explore the complex ways in which professionals negotiate and relate to the implementation of Content and Language Integrated learning. An interview study was conducted to identify the complex ways in which professionals negotiate and relate to the implementation of Content and Language Integrated learning as well as an identification of disjunctures when experiences and expectations of the professionals were placed next to each
issues implementation clil pre vocational education netherlands increase momentum behind use content language integrated learning clil within dutch educational_system dispute despite considerable_body literature support benefit clil many stakeholder feel otherwise reluctant employ clil despite generally positive literature others enthusiastic take_form clil board dismiss principle leave educational institute manage implement different teach successfully whereas_others seem fail hence need explore issue may cause disjunction clil model best_practice describe literature everyday work situation seek_explore complex way professional negotiate relate implementation content language integrated learning interview study_conduct identify complex way professional negotiate relate implementation content language integrated learn well identification experience expectation professional place next