How do we measure up? a review of Dutch CLIL subject pedagogies against an international backdrop

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

Research output: Contribution to journalReview ArticleResearchpeer-review

3 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)129-155
Number of pages27
JournalDutch Journal of Applied Linguistics
Volume7
Issue number2
DOIs
Publication statusPublished - 31 Dec 2018

Keywords

  • 4Cs
  • CLIL
  • Pedagogies
  • Review
  • the Netherlands

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