Article published In:
CLIL and Bilingual Education in the NetherlandsEdited by Tessa Mearns and Rick de Graaff
[Dutch Journal of Applied Linguistics 7:2] 2018
► pp. 264–273
Edited by Tessa Mearns and Rick de Graaff
[Dutch Journal of Applied Linguistics 7:2] 2018
► pp. 264–273
Current research on CLIL and bilingual education in the Netherlands
A discussion
The contribution at hand provides a discussion of the six articles in this special issue on bilingual education and CLIL. It does so against the background of recent conceptual and empirical insights and the author’s perspective as an “outsider from the inside”, i.e. as a visitor to Dutch CLIL schools, a CLIL researcher and part-time teacher at a German CLIL school. The studies and resulting suggestions presented in this volume mark the way forward to a more efficient and effective CLIL practice in the Netherlands and beyond. At the same time, it becomes clear that there are still many open questions and issues to be looked into as CLIL is an intricate and challenging and endeavour for teachers, students, researchers and educational policy alike.
Keywords: CLIL, bilingual, education, empirical research, language education
Article outline
- 1.Introduction: Why bilingual education and CLIL research is in high demand
- 2.Discussion of the contributions
- 3.Conclusion: CLIL as the cornerstone of a major overhaul for education?
-
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Cited by
Cited by 2 other publications
Mearns, Tessa & Nivja de Jong
2021. Sketching a motivational landscape. Journal of Immersion and Content-Based Language Education 9:1 ► pp. 85 ff. 
Rumlich, Dominik
2020. Bilingual education in monolingual contexts: a comparative perspective. The Language Learning Journal 48:1 ► pp. 115 ff.
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