Content and Language Integrated Learning in Dutch bilingual education

Oattes, Huub; Oostdam, Ron; Graaff, Rick de; Fukkink, Ruben

doi:10.1075/dujal.18003.oat

Cited by 7 publications

(7 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Data of the study demonstrated the students' active interaction through different techniques as reflected in Koopman et al (2014), Oattes et al (2018), Van Kampen et al (2018, Tugun et al (2020), Villabona and Cenoz (2021) even in a remote learning setting. Results of studying pedagogical practices showing that students had enough opportunity to use English in CLIL classes contradict with those of other studies stating the challenges of using target language while studying content (Dalton-Puffer, 2007;Mahan et al, 2018;Villabona & Cenoz, 2021).…”

Section: Discussionmentioning

confidence: 89%

Content and Language Integrated Learning Practices in Kazakhstan Secondary Schools During COVID-19 Pandemic

et al. 2022

View full text Add to dashboard Cite

A case study was initiated from the perspective of three research questions: 1) CLIL teachers' practices at secondary schools of Aktobe during COVID-19 pandemic; 2) challenges for the teachers; 3) support provided for the teachers. The research methodology combined face-to-face personal interviews, and non-participant observation. Data analysis was conducted in line with Mayring's (2020) approach to content analysis and by means of categorization into specific themes that emerge from teachers' conceptualization of their CLIL practices. The analysis of teachers' reflections on their experiences and challenges of using the CLIL approach during the pandemic, support provided to them and teachers' attitudes towards the approach is presented in the paper. Research data on the secondary schools Science teachers' CLIL practices in a remote learning setting was categorized related preparation to teaching, resources used by the teachers, students' interaction during the lessons, and stakeholders' attitudes and perceptions of the approach. The obtained data enables to understand Science teachers' practices in Kuzembayeva et al. / Contemporary Educational Technology, 2022, 14(2), ep362 2 / 11 terms of using the CLIL approach in Kazakhstani secondary schools in the period of COVID-19 pandemic, and will contribute to teacher development and preparation for successful CLIL realization in a nontraditional classroom.

show abstract

Section: Discussionmentioning

confidence: 89%

Content and Language Integrated Learning Practices in Kazakhstan Secondary Schools During COVID-19 Pandemic

et al. 2022

View full text Add to dashboard Cite

show abstract

“…Finally, it is worth noting the more recent work of Oattes et al (2022), who used three instruments to collect data. First, a quantitative Pedagogical Content Knowledge (PCK) checklist was used to record the frequency and quality with which particular PCK items were used, supplemented by qualitative data software to analyze fourteen key items from twelve paired lessons to distinguish differences and similarities in the language of instruction.…”

Section: Introductionmentioning

confidence: 99%

“…Finally, they used the Protocol for the Assessment of Teaching History (PATH), designed by Van Hover et al (2012), with the six categories it includes with the aim of improving instruction. In addition, for the quantitative part, the assessment scores of the 24 observed classes were analyzed using the SPSS software to calculate descriptive statistics, quantifying the differences between the applications of the PCK categories (Oattes et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Design and validation of two tools to observe and analyze history lessons in secondary education

Miralles-Sánchez,

Gómez-Carrasco,

Rodríguez-Medina

2023

Front. Educ.

View full text Add to dashboard Cite

This article focuses on the validation of two data collection instruments, one is the History Class Observation Tool (HCOT) and the other is focus groups with students, trainee teachers and tutors from secondary school classrooms. The main objective of the study is to obtain evidence of validity of the two instruments to be used in research on the design, validation, implementation, and evaluation of training units. All this in order to improve the teaching-learning process of historical thinking skills in high school students with the aim of forming critical citizens. The initial set of 32 observable behaviours was reviewed by 9 judges, who rated each on a scale of 0 (strongly disagree) to 3 (strongly agree) in terms of appropriateness, importance, clarity of wording, and observability. As can be seen from the results, both instruments according to the agreement indices suggest that the items, overall, can be considered suitable and important, and observable in the case of the observation instrument, as well as having clarity of wording appropriate to the objectives of both, with high confidence on the part of the experts. If we compare it with similar studies that we have discussed previously, we can see how this validation process has been quite rigorous and novel following some guidelines set previously in certain studies.

show abstract

“…To triangulate the results of the experiment, after the first and last interventions, semi-structured interviews were also conducted with three participants to collect qualitative data on changes in their views about research (see Figure 1). Thematic content analysis was performed on the interview data to ascertain changes in participants' research motivation (Oattes et al, 2022).…”

Section: Methodsmentioning

confidence: 99%

Effects of value and interest intervention on EFL student teachers’ research motivation in the Chinese context

Liu

2022

Front. Psychol.

View full text Add to dashboard Cite

Language teacher research is conducive to the development of teachers’ teaching skills and professional careers. Thus, many English teacher education programs require student teachers to do research. However, some empirical findings suggest that English as a foreign language (EFL) student teachers lack research motivation. Consequently, finding suitable interventions to increase their research motivation has become increasingly necessary. In light of the importance of research motivation intervention, this study involved designing an experiment to identify the effect of a value and interest intervention including the sharing of positive research experiences to improve student teachers’ research motivation. Quantitative questionnaires and qualitative semi-structured interviews were used to gather evidence on the change in student teachers’ research motivation during the intervention. The interview data revealed that student teachers’ research motivation was influenced by their belief in the value of research to their teaching practice. The experiment results suggested that student teachers’ intrinsic and extrinsic research motivations both increased after the intervention. However, the intervention was not effective in curbing their failure avoidance tendency. Pedagogical implications of the results are discussed at the end of this article.

show abstract

Content and Language Integrated Learning in Dutch bilingual education

Cited by 7 publications

References 33 publications

Content and Language Integrated Learning Practices in Kazakhstan Secondary Schools During COVID-19 Pandemic

Content and Language Integrated Learning Practices in Kazakhstan Secondary Schools During COVID-19 Pandemic

Design and validation of two tools to observe and analyze history lessons in secondary education

Effects of value and interest intervention on EFL student teachers’ research motivation in the Chinese context

Contact Info

Product

Resources

About