Characterising integrated content-language pedagogies of global perspectives teachers in Dutch bilingual schools

Evelyn van Kampen, Jacobiene Meirink, Wilfried Admiraal, Amanda Berry

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    This study aims to characterise teachers’ integrated content-language learning pedagogies teaching the skills-focused subject Global Perspectives (GP) in Dutch bilingual upper-secondary-schools. Eleven teachers from seven bilingual schools across the Netherlands participated in the study in the school-year 2016-2017. To obtain insight into teachers’ pedagogies, semi-structured interviews and observations of GP lessons were used. Dalton Puffer’s Cognitive Discourse Functions (CDF) construct [(2013). A construct of cognitive discourse functions for conceptualizing content-language integration in CLIL and multilingual education. European Journal of Applied Linguistics, 1(2), 216–253.], in combination with a focus on subject-specific Culture, was used as a heuristic to analyse the integrated content-language pedagogies of teachers. Main findings include that the participating schools had three distinct Intended Curriculum foci and, within these, five different types of integrated content-language learning pedagogies were identified. Main implications discussed are that focusing on subject-specific culture and using the CDF Construct is a useful heuristic to allow analysis of teachers’ integrated content-language pedagogies, and that it may also provide a useful framework for both pre- and in-service teachers in CLIL contexts to emphasise the integrated nature of CLIL teaching.

    Original languageEnglish
    Pages (from-to)18-34
    Number of pages17
    JournalLanguage, Culture and Curriculum
    Issue number1
    Publication statusPublished - 2021


    • bilingual education
    • Content and language integrated learning (CLIL)
    • culture
    • pedagogies
    • the Netherlands

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