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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. 246–263

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Teaching content through Dutch as a second language

How ‘Language Oriented Content Teaching’ unfolded in mainstream secondary education

 | University of Applied Sciences, Utrecht | University of Malmö
Published online: 10 January 2019
DOI logo with link
https://doi.org/10.1075/dujal.18001.haj
Abstract
Within the Netherlands, Content and Language Integrated Learning (CLIL) in foreign language teaching can be considered a sibling of ‘Language Oriented Content Teaching’ (LOCT), a pedagogy in mainstream classes with second language learners of Dutch, where Dutch is used as language of instruction. This article characterizes two decades of research on LOCT through Dutch in multilingual schools and discusses its relevance for CLIL development. A distinctive feature is the discourse coalition between subject and language researchers, teacher educators, curriculum development staff and others. Their cooperation furthered the identification of disciplinary literacies and subject specific language pedagogies which can be seen as a renewed conceptualization of content obligatory language (Snow, M. A., Met, M., & Genesee, F. (1989). A conceptual framework for the integration of language and content instruction. TESOL Quarterly, 231, 201–217. Google Scholar logo with link to Google Scholar). LOCT work in the Dutch context shows how content obligatory language that is relevant and feasible can be identified and included in content teachers’ pedagogies, findings that might be useful for the further development of CLIL.
Article outline
  • 1.Introduction
  • 2.CLIL and LOCT: Different contexts, similar challenges
  • 3.Research on LOCT
    • 3.1Historical background 1984–1996
    • 3.2Language Oriented Content Teaching – Research unfolds from 1996 onwards
  • 4.Reflections on the process of LOCT development
  • 5.Discussion: Relating experiences in LOCT to the CLIL context
  • Note
  • References
References (80)
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