dc.contributor.author | Mearns, Tessa | |
dc.contributor.author | Van Kampen, Evelyn | |
dc.contributor.author | Admiraal, Wilfried | |
dc.date.accessioned | 2023-10-16T08:15:04Z | |
dc.date.available | 2023-10-16T08:15:04Z | |
dc.date.created | 2023-07-08T07:57:39Z | |
dc.date.issued | 2023 | |
dc.identifier.isbn | 9781032001951 | |
dc.identifier.uri | https://hdl.handle.net/11250/3096636 | |
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.relation.ispartof | Routledge Handbook of Content and Language Integrated Learning | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/deed.no | * |
dc.title | CLIL in the Netherlands: Three decades of innovation and development | en_US |
dc.type | Chapter | en_US |
dc.description.version | acceptedVersion | en_US |
cristin.ispublished | true | |
cristin.fulltext | postprint | |
cristin.fulltext | postprint | |
cristin.qualitycode | 2 | |
dc.identifier.cristin | 2161510 | |
dc.source.pagenumber | 403-418 | en_US |