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Article published In: CLIL and Bilingual Education in the Netherlands
Edited by Tessa Mearns and Rick de Graaff
[Dutch Journal of Applied Linguistics 7:2] 2018
► pp. 264–273

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Current research on CLIL and bilingual education in the Netherlands

A discussion

 | University of Paderborn
Published online: 10 January 2019
DOI logo with link
https://doi.org/10.1075/dujal.00003.rum
Abstract
The contribution at hand provides a discussion of the six articles in this special issue on bilingual education and CLIL. It does so against the background of recent conceptual and empirical insights and the author’s perspective as an “outsider from the inside”, i.e. as a visitor to Dutch CLIL schools, a CLIL researcher and part-time teacher at a German CLIL school. The studies and resulting suggestions presented in this volume mark the way forward to a more efficient and effective CLIL practice in the Netherlands and beyond. At the same time, it becomes clear that there are still many open questions and issues to be looked into as CLIL is an intricate and challenging and endeavour for teachers, students, researchers and educational policy alike.
Article outline
  • 1.Introduction: Why bilingual education and CLIL research is in high demand
  • 2.Discussion of the contributions
  • 3.Conclusion: CLIL as the cornerstone of a major overhaul for education?
  • References
References (21)
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Cited by (2)

Cited by two other publications

Mearns, Tessa & Nivja de Jong
2021. Sketching a motivational landscape. Journal of Immersion and Content-Based Language Education 9:1 ► pp. 85 ff. DOI logo
Rumlich, Dominik
2020. Bilingual education in monolingual contexts: a comparative perspective. The Language Learning Journal 48:1 ► pp. 115 ff. DOI logo

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