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Verzamelde werken van Leerling-docent-interactie bij schrijven in de vakken:een ontmoeting tussen wetenschap en praktijk

Schrijven is een effectief middel om te leren, en vindt plaats in alle vakken. Hoe kunnen taal- en vakdocenten door interactie en feedback bijdragen aan het schrijfproces en -resultaat van hun leerlingen? Hoe kunnen leerlingen en studenten leren om adequate school- en vaktaal te gebruiken en hun tekst goed te structureren? Taalgericht vakonderwijs biedt mogelijkheden om leerlingen zich deze vaardigheden eigen te laten maken. Expliciete instructie en op de leerling afgestemde feedback zijn hierbij essentieel, oftewel: de interactie tussen docent en leerling speelt een belangrijke rol.

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Verzamelde werken van Leerling-docent-interactie bij schrijven in de vakken:een ontmoeting tussen wetenschap en praktijk

Schrijven is een effectief middel om te leren, en vindt plaats in alle vakken. Hoe kunnen taal- en vakdocenten door interactie en feedback bijdragen aan het schrijfproces en -resultaat van hun leerlingen? Hoe kunnen leerlingen en studenten leren om adequate school- en vaktaal te gebruiken en hun tekst goed te structureren? Taalgericht vakonderwijs biedt mogelijkheden om leerlingen zich deze vaardigheden eigen te laten maken. Expliciete instructie en op de leerling afgestemde feedback zijn hierbij essentieel, oftewel: de interactie tussen docent en leerling speelt een belangrijke rol.

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The implications of English-medium instruction on teaching practice and learning outcomes at The Hague University of Applied Sciences

In response to globalisation and internationalisation of both higher education and the job market, The Hague University of Applied Sciences (THUAS) has seen a considerable increase in English-medium courses, i.e. non-language subjects taught through English. Internationally, the rise of English-medium instruction (EMI) has led to research on, and discussion about the possible side-effects of a change in instructional language. More specifically, whether using a foreign language as the medium of instruction has a negative impact on teaching and learning. This paper reports the findings of a pilot research project into the implications of English-medium instruction (EMI) as perceived by students and teachers of the bachelor program Commercial Economics at the Faculty of Business, Finance and Administration at THUAS. Research methods used to collect data include face-to-face interviews with both students and lecturers involved in EMI subject courses, a student questionnaire, and lesson observations. Despite regular exposure to English and an adequate self-perceived English proficiency, results show that a considerable number of students, as well as teaching staff are experiencing difficulties with English-medium instruction and that for many EMI is not as efficient in transferring academic content as instruction in the mother tongue.

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The implications of English-medium instruction on teaching practice and learning outcomes at The Hague University of Applied Sciences

In response to globalisation and internationalisation of both higher education and the job market, The Hague University of Applied Sciences (THUAS) has seen a considerable increase in English-medium courses, i.e. non-language subjects taught through English. Internationally, the rise of English-medium instruction (EMI) has led to research on, and discussion about the possible side-effects of a change in instructional language. More specifically, whether using a foreign language as the medium of instruction has a negative impact on teaching and learning. This paper reports the findings of a pilot research project into the implications of English-medium instruction (EMI) as perceived by students and teachers of the bachelor program Commercial Economics at the Faculty of Business, Finance and Administration at THUAS. Research methods used to collect data include face-to-face interviews with both students and lecturers involved in EMI subject courses, a student questionnaire, and lesson observations. Despite regular exposure to English and an adequate self-perceived English proficiency, results show that a considerable number of students, as well as teaching staff are experiencing difficulties with English-medium instruction and that for many EMI is not as efficient in transferring academic content as instruction in the mother tongue.

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Practical solution or missed opportunity? The impact of language of instruction on Dutch history teachers’ application of pedagogical content knowledge (PCK)

Teaching history requires clear, detailed and subject specific language. History teachers teaching in a second language are confronted with students' second language limitations, which likely have an aggravating impact on their application of pedagogical content knowledge (PCK). We analysed and compared 12 Dutch spoken and 12 English spoken paired history lessons in junior grades 7 and 9. Contrary to our expectation, we found a strong similarity of the teachers’ PCK application in both grades 7 and 9, irrespective of the used language. The PCK application in both grades and languages was of average quality, while the PCK used in grade 9 was more advanced.

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Practical solution or missed opportunity? The impact of language of instruction on Dutch history teachers’ application of pedagogical content knowledge (PCK)

Teaching history requires clear, detailed and subject specific language. History teachers teaching in a second language are confronted with students' second language limitations, which likely have an aggravating impact on their application of pedagogical content knowledge (PCK). We analysed and compared 12 Dutch spoken and 12 English spoken paired history lessons in junior grades 7 and 9. Contrary to our expectation, we found a strong similarity of the teachers’ PCK application in both grades 7 and 9, irrespective of the used language. The PCK application in both grades and languages was of average quality, while the PCK used in grade 9 was more advanced.

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Teachers’ use of inquiry and language scaffolding questions when preparing an experiment

This study analyze data from three national contexts in which teachers worked with the same teaching materials and inquiry classroom activities, investigating teachers’ use of strategies to promote interaction and scaffolding when participating in a professional development program. The data material is collected from three case studies from the Netherlands, Norway, and Sweden, respectively. Each case is from a teaching unit about green plants and seed sprouting. In one lesson in this unit, students were involved in planning an experiment with sprouting seeds, and this (similar) lesson was videotaped in three national settings. The main research question is, as follows: How do primary teachers use questions to scaffold conceptual understanding and language use in inquiry science activities? The data analysis shows that teachers ask different kind of questions such as open, closed, influencing and orienting questions. The open, orienting questions induce students to generate their own ideas, while closed orienting and influencing questions often scaffold language and content-specific meaning-making. However, both open, closed, orienting and influencing questions can scaffold student language and conceptual understanding. Often, teacher questions scaffold both language content-specific meaning-making at the same time. The study shows the subtle mechanisms through which teachers can use questions to scaffold student science literacy and thereby including them in classroom interaction.

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English as a Medium of Learning (EML) in Schools: Part 2

Part 2 of English as a Medium of Learning in Schoolsexamines effective ways of delivering EML in primary andsecondary schools. It explores specific language thatteachers need in order to explain subject concepts, to askquestions, and to respond, manage and model language forEML lessons. Planning for EML, providing support strategiesfor learners and evaluating subject and language learning,are discussed with a range of examples for teachers to useor adapt. Further reading material is also recommended.

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English as a Medium of Learning (EML) in Schools: Part 2

Part 2 of English as a Medium of Learning in Schoolsexamines effective ways of delivering EML in primary andsecondary schools. It explores specific language thatteachers need in order to explain subject concepts, to askquestions, and to respond, manage and model language forEML lessons. Planning for EML, providing support strategiesfor learners and evaluating subject and language learning,are discussed with a range of examples for teachers to useor adapt. Further reading material is also recommended.

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Verzamelde werken van Leerling-docent-interactie bij schrijven in de vakken:een ontmoeting tussen wetenschap en praktijk

Verzamelde werken van Leerling-docent-interactie bij schrijven in de vakken:een ontmoeting tussen wetenschap en praktijk

The implications of English-medium instruction on teaching practice and learning outcomes at The Hague University of Applied Sciences

The implications of English-medium instruction on teaching practice and learning outcomes at The Hague University of Applied Sciences

Practical solution or missed opportunity? The impact of language of instruction on Dutch history teachers’ application of pedagogical content knowledge (PCK)

Practical solution or missed opportunity? The impact of language of instruction on Dutch history teachers’ application of pedagogical content knowledge (PCK)

Teachers’ use of inquiry and language scaffolding questions when preparing an experiment

English as a Medium of Learning (EML) in Schools: Part 2

English as a Medium of Learning (EML) in Schools: Part 2

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Verzamelde werken van Leerling-docent-interactie bij schrijven in de vakken:een ontmoeting tussen wetenschap en praktijk

Verzamelde werken van Leerling-docent-interactie bij schrijven in de vakken:een ontmoeting tussen wetenschap en praktijk

The implications of English-medium instruction on teaching practice and learning outcomes at The Hague University of Applied Sciences

The implications of English-medium instruction on teaching practice and learning outcomes at The Hague University of Applied Sciences

Practical solution or missed opportunity? The impact of language of instruction on Dutch history teachers’ application of pedagogical content knowledge (PCK)

Practical solution or missed opportunity? The impact of language of instruction on Dutch history teachers’ application of pedagogical content knowledge (PCK)

Teachers’ use of inquiry and language scaffolding questions when preparing an experiment

English as a Medium of Learning (EML) in Schools: Part 2

English as a Medium of Learning (EML) in Schools: Part 2