CLIL in the Netherlands: Three decades of innovation and development
dc.contributor.author | Mearns, Tessa | |
dc.contributor.author | Van Kampen, Evelyn | |
dc.contributor.author | Admiraal, Wilfried | |
dc.date.accessioned | 2023-08-10T08:05:50Z | |
dc.date.available | 2023-08-10T08:05:50Z | |
dc.date.created | 2023-07-08T07:57:39Z | |
dc.date.issued | 2023 | |
dc.identifier.isbn | 9781032001951 | |
dc.identifier.isbn | 978-1-003-17315-1 | |
dc.identifier.uri | https://hdl.handle.net/11250/3083281 | |
dc.description.abstract | Since the opening of the first CLIL department in the Netherlands in 1989, tweetalig onderwijs (‘bilingual education’) has expanded into a national network of over 130 secondary schools, serving a population of around 37,000 learners. While academic interest in the field has also seen growth and diversification, the pace of practical developments and the lack of a structured research agenda have led to research becoming fragmented and lagging behind practice. This chapter provides an overview of the Dutch CLIL context followed by a critical review of research into organisation, implementation, outcomes and experiences in Dutch bilingual education. The chapter concludes with a reflection on the ways in which future research could support further developments in practice. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Routledge | en_US |
dc.relation.ispartof | Routledge Handbook of Content and Language Integrated Learning | |
dc.title | CLIL in the Netherlands: Three decades of innovation and development | en_US |
dc.type | Chapter | en_US |
dc.type | Peer reviewed | en_US |
dc.description.version | acceptedVersion | en_US |
cristin.ispublished | true | |
cristin.fulltext | postprint | |
cristin.qualitycode | 2 | |
dc.identifier.doi | https://doi.org/10.4324/9781003173151 | |
dc.identifier.cristin | 2161510 | |
dc.source.pagenumber | 20 | en_US |
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