TY - JOUR
T1 - How do we measure up?
T2 - a review of Dutch CLIL subject pedagogies against an international backdrop
AU - van Kampen, Evelyn
AU - Mearns, Tessa
AU - Meirink, Jacobiene
AU - Admiraal, Wilfried
AU - Berry, Amanda
PY - 2018/12/31
Y1 - 2018/12/31
N2 - Research into the pedagogies employed by CLIL teachers has been limited to date and, as such, has been identified as a key area in need of further investigation (Pérez-Cañado, 2012; Dalton-Puffer & Smit, 2013). This review uses an elaborated 4Cs Analysis Framework (adapted from Coyle, Hood, & Marsh, 2010; Coyle, 2015a, 2015b) as a basis for analysis of studies of pedagogies implemented by CLIL subject teachers internationally and in Dutch classrooms. This allows us to place the Dutch situation in an international context and to identify avenues for future research and development. The following questions guided the review: (1) What appear to be the most prominent international trends with regard to the implementation of the 4Cs in CLIL subject pedagogies?; and, (2) To what extent do Dutch CLIL subject pedagogies appear to reflect these international trends? Findings about pedagogies reported in the reviewed studies suggest that, in general, studies from the Netherlands stand out compared to international studies in several respects. Specifically, there is evidence of a relatively strong pedagogic focus in the Netherlands on developing students' intercultural competence. The Dutch studies also stand out, however, for not addressing the role that the L1 can play in CLIL pedagogy. Furthermore, a main finding is that both the Dutch and the international studies reviewed provide little insight into aspects of CLIL pedagogy related to subject-specific culture and into ways in which content and language are integrated.
AB - Research into the pedagogies employed by CLIL teachers has been limited to date and, as such, has been identified as a key area in need of further investigation (Pérez-Cañado, 2012; Dalton-Puffer & Smit, 2013). This review uses an elaborated 4Cs Analysis Framework (adapted from Coyle, Hood, & Marsh, 2010; Coyle, 2015a, 2015b) as a basis for analysis of studies of pedagogies implemented by CLIL subject teachers internationally and in Dutch classrooms. This allows us to place the Dutch situation in an international context and to identify avenues for future research and development. The following questions guided the review: (1) What appear to be the most prominent international trends with regard to the implementation of the 4Cs in CLIL subject pedagogies?; and, (2) To what extent do Dutch CLIL subject pedagogies appear to reflect these international trends? Findings about pedagogies reported in the reviewed studies suggest that, in general, studies from the Netherlands stand out compared to international studies in several respects. Specifically, there is evidence of a relatively strong pedagogic focus in the Netherlands on developing students' intercultural competence. The Dutch studies also stand out, however, for not addressing the role that the L1 can play in CLIL pedagogy. Furthermore, a main finding is that both the Dutch and the international studies reviewed provide little insight into aspects of CLIL pedagogy related to subject-specific culture and into ways in which content and language are integrated.
KW - 4Cs
KW - CLIL
KW - Pedagogies
KW - Review
KW - the Netherlands
UR - http://www.scopus.com/inward/record.url?scp=85075939506&partnerID=8YFLogxK
U2 - 10.1075/dujal.18004.kam
DO - 10.1075/dujal.18004.kam
M3 - Review Article
AN - SCOPUS:85075939506
SN - 2211-7245
VL - 7
SP - 129
EP - 155
JO - Dutch Journal of Applied Linguistics
JF - Dutch Journal of Applied Linguistics
IS - 2
ER -