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Direct linkKoopman, Gerrit Jan; Skeet, Jason; de Graaff, Rick – Language Learning Journal, 2014
The relationship between language pedagogy and the content and language integrated learning (CLIL) classroom is a key issue for research into CLIL. In the Netherlands, as in other European contexts, non-native speakers of a target language with a non-language teaching background teach CLIL content lessons. Whilst CLIL teachers teaching their…
Descriptors: Knowledge Base for Teaching, Teaching Methods, Second Language Learning, Course Content
de Graaff, Rick; Koopman, Gerrit Jan; Anikina, Yulia; Westhoff, Gerard – International Journal of Bilingual Education and Bilingualism, 2007
In Europe, Content and Language Integrated Learning (CLIL) is becoming a popular and widespread practice of immersion education. In the Netherlands, for example, over 90 secondary schools offer a CLIL strand. Most CLIL teachers, however, are nonnative speakers of the target language, and do not have a professional background in language pedagogy.…
Descriptors: Secondary Schools, Observation, Foreign Countries, Language Teachers
Edelenbos, Peter; Kubanek-German, Angelika – Language Testing, 2005
In the light of recent trends in educational assessment, language testing and the pedagogical discussion about new teacher roles, this article focuses on the skills and abilities required of a language teacher wishing to respond to these developments, with specific reference to the primary (elementary) foreign language classroom. A new concept is…
Descriptors: Foreign Countries, Teacher Role, Student Evaluation, Language Teachers
