Hogeschool van Amsterdam

Centre for Applied Research in Education

The challenge of balancing content and language

perceptions of Dutch bilingual education history teachers

Article

The role of subject teachers in content and language integrated learning (CLIL) has received little attention, since most research focuses on language learning results of students. This exploratory study aims to gain insight into the perceptions of Dutch bilingual education history teachers by comparing teaching CLIL with regular history teaching. We used questionnaires and interviews to collect data. Results show that bilingual education history teachers perceived their dual task as language and subject teachers to be challenging. Teaching in English also enriched their teaching skills and eventually had a positive influence on their level of job satisfaction.

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Reference Oattes, H., Oostdam, R., De Graaff, R., & Wilschut, A. (2018). The challenge of balancing content and language: perceptions of Dutch bilingual education history teachers. Teaching and Teacher Education, 70, 165-174. DOI: 10.1016/j.tate.2017.11.022
Published by  Centre for Applied Research in Education 1 February 2018