This paper presents the results of a recently completed longitudinal evaluation study of Dutch-English bilingual programmes in Dutch pre-university education. During several years the outcomes of these programmes were measured in order to find out whether pupils in bilingual education gain higher levels of foreign language proficiency without any detrimental effects on their mother tongue proficiency and their achievements in other school subjects. Beside this, lessons were observed in order to investigate to what extent language teachers and teachers of other subjects display behaviour that can be said to stimulate second language acquisition.
2024. English in Dutch‐speaking Europe: Features, competence, domains and status. World Englishes 43:2 ► pp. 284 ff.
Goris, José, Eddie Denessen & Ludo Verhoeven
2022. Determinants of EFL learning success in content and language integrated learning. The Language Learning Journal 50:1 ► pp. 103 ff.
Oattes, Huub, Ruben Fukkink, Ron Oostdam, Rick de Graaff & Arie Wilschut
2022. A showdown between bilingual and mainstream education: the impact of language of instruction on learning subject content knowledge. International Journal of Bilingual Education and Bilingualism 25:2 ► pp. 756 ff.
GERRITSEN, MARINEL, FRANK VAN MEURS, BRIGITTE PLANKEN & HUBERT KORZILIUS
2016. A reconsideration of the status of English in the Netherlands within the Kachruvian Three Circles model. World Englishes 35:3 ► pp. 457 ff.
Marsh, David
2008. Language Awareness and CLIL. In Encyclopedia of Language and Education, ► pp. 1986 ff.
Dalton-Puffer, Christiane & Tarja Nikula
2006. Pragmatics of Content-based Instruction: Teacher and Student Directives in Finnish and Austrian Classrooms. Applied Linguistics 27:2 ► pp. 241 ff.
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