In recent years, a surging uptake of content and language integrated learning (CLIL) has permeated the European context. This article presents the outcomes of a study about the self-reported pedagogical practices of CLIL teachers in the Netherlands. To investigate these teachers' pedagogies, a questionnaire was designed, validated and, subsequently completed by 297 teachers (218 CLIL teachers and 79 regular teachers) from secondary schools across the Netherlands. This allowed a detailed investigation of the nature and range of pedagogies of CLIL teachers as well as differences between CLIL teachers of different subject disciplines. The results of the CLIL teachers were compared to a sample of regular teachers. Three main findings emerged from the study. First, CLIL teachers report using more pedagogical approaches focusing on providing students with diverse input and scaffolding than approaches focusing on developing students' language and their knowledge of disciplinary literacies. Second, the subject discipline of a CLIL teacher seems to influence the pedagogical approaches they report using. Third, there is a notable difference between the kinds of pedagogies reported by CLIL teachers and their regular counterparts.

In the past two decades, content and language integrated learning (CLIL) has seen a surge in uptake, especially in European schools offering forms of bilingual education. This article reports a study investigating practitioner and specialist perceptions about the goals and practices of CLIL in the Netherlands, one of few countries where CLIL provisions are highly institutionalized at the national level. To investigate these stakeholders' perceptions about ideal CLIL pedagogies in an in-depth way, semistructured interviews were held with seven CLIL practitioners and nine CLIL specialists. Inductive content analysis of the interview transcripts identified four themes relating to stakeholders' perceptions of ideal CLIL pedagogies: (1) Meta-goals; (2) Teaching resources; (3) Student output; and, (4) Feedback and assessment. The most important themes and subthemes for each group are discussed in detail. In addition to providing a rich picture of 'ideal' CLIL pedagogies by key stakeholders in the Netherlands, the results also showed that, despite the level of institutionalization of CLIL in the Netherlands, specialist and practitioner perceptions of ideal CLIL pedagogies seem not to be fully aligned. The implications for teacher-education and CLIL policy in the Netherlands and other contexts are discussed. ARTICLE HISTORY

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.

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.

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