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Introduction published In:
CLIL and Bilingual Education in the Netherlands
Edited by Tessa Mearns and Rick de Graaff
[Dutch Journal of Applied Linguistics 7:2] 2018
► pp. 122–128
Introduction

Bilingual education and CLIL in the Netherlands

The paradigm and the pedagogy

| Leiden University
| Utrecht University | University of Applied Sciences Utrecht
The Netherlands is often held up an example of a ‘success story’ in terms of practices and research regarding the teaching and learning of subject content in a second language (de Graaff & van Wilgenburg, 2015; Pérez-Cañado, 2012). Nearly 30 years after its initial beginnings, bilingual secondary education in the Netherlands continues to thrive and to evolve in fitting with educational demands, as does the research associated with it. This Special Issue includes contributions addressing Content and Language Integrated Learning (CLIL) as a pedagogical approach in the context of bilingual education as a curricular paradigm, both specifically within the Dutch context. The issue contains six research articles from different perspectives, supported by discussions both from an international research standpoint and from the educational field. It is hoped that the publication of this issue will not only indicate a next stage for bilingual education policy and practice, but also give impetus to new areas for research.
Article outline
  • Context of this special issue
    • Language and secondary education in the Netherlands
    • Bilingual secondary education and CLIL in the Netherlands
      • Quality control
      • CLIL in the Netherlands: Curriculum organisation and pedagogical approach?
    • CLIL and bilingual education research in the Netherlands
  • Dutch CLIL and bilingual education through the eyes of this issue
  • References


This article is available free of charge.

Published online: 10 January 2019
DOI logo
https://doi.org/10.1075/dujal.00002.int
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Cited by (6)

Cited by six other publications

Schat, Esther, Ewout van der Knaap & Rick de Graaff
2023. Key principles for an integrated intercultural literary pedagogy: An educational design research project on arts integration for intercultural competence. Language Teaching Research 27:2 ► pp. 332 ff. DOI logo
Schat, Esther, Ewout van der Knaap & Rick de Graaff
2023. Implementation of an integrated intercultural literary pedagogy intervention in Spanish-as-a-foreign-language classrooms in the Netherlands: An effect study at the secondary level. Language Teaching Research ► pp. 136216882311563 ff. DOI logo
Oattes, Huub, Arie Wilschut, Ron Oostdam, Ruben Fukkink & Rick de Graaff
2022. Practical solution or missed opportunity? The impact of language of instruction on Dutch history teachers’ application of pedagogical content knowledge (PCK). Teaching and Teacher Education 115 ► pp. 103721 ff. DOI logo
Mearns, Tessa & Nivja de Jong
2021. Sketching a motivational landscape. Journal of Immersion and Content-Based Language Education 9:1 ► pp. 85 ff. DOI logo
Mearns, Tessa & Tamara Platteel
2021. Exploring teacher support for a content and language integrated modern languages curriculum. Language, Culture and Curriculum 34:3 ► pp. 207 ff. DOI logo
Michel, Marije, Christine Vidon, Rick de Graaff & Wander Lowie
2021. Language Learning beyond English in the Netherlands: A fragile future?. European Journal of Applied Linguistics 9:1 ► pp. 159 ff. DOI logo

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