The role of subject teachers in content and language integrated learning (CLIL) has received little attention, since most research focuses on language learning results of students. This exploratory study aims to gain insight into the perceptions of Dutch bilingual education history teachers by comparing teaching CLIL with regular history teaching. We used questionnaires and interviews to collect data. Results show that bilingual education history teachers perceived their dual task as language and subject teachers to be challenging. Teaching in English also enriched their teaching skills and eventually had a positive influence on their level of job satisfaction.
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.
This small-scale observational study explores how Dutch bilingual education history teachers (BHTs) focus on the L2 component in their CLIL-lessons. We observed and rated eight BHTs on five language teaching categories. Results show that Dutch BHTs focus more strongly on using the L2 to teach subject content and that they tend to be less engaged in teaching specific second language topics, such as focus on form or language learning strategies. Further results and suggestions for improving the BHTs’ L2 focus are discussed together with a plea for a CLIL definition that is more in line with the everyday reality of the CLIL classroom.
