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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. 129–155

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A review of Dutch CLIL subject pedagogies against an international backdrop

 | Leiden University
 | Leiden University
 | Leiden University
 | Leiden University
 | Monash University
Published online: 10 January 2019
DOI logo with link
https://doi.org/10.1075/dujal.18004.kam
Abstract
Research into the pedagogies employed by CLIL teachers has been limited to date and, as such, has been identified as a key area in need of further investigation (Pérez-Cañado, M. L. (2012). CLIL research in Europe: Past, present and future. International Journal of Bilingual Education and Bilingualism, 15(3), 315–341. Google Scholar logo with link to Google Scholar; Dalton-Puffer, C., & Smit, U. (2013). Content and Language Integrated Learning: A research agenda. Language Teaching, 46(4), 545–559. Google Scholar logo with link to Google Scholar). This review uses an elaborated 4Cs Analysis Framework (adapted from Coyle, D., Hood, P., & Marsh, D. (2010). Content and Language Integrated Learning. Cambridge: Cambridge University Press.Google Scholar logo with link to Google Scholar; (2015a). Moving from the 4Cs framework to a pluriliteracies approach for CLIL. Presentation on behalf of the Graz Group ECML., (2015b). Strengthening integrated learning: Towards a new era for pluriliteracies and intercultural learning. Latin American Journal of Content and Language Integrated Learning, 8(2), 84–103. Google Scholar logo with link to Google Scholar) as a basis for analysis of studies of pedagogies implemented by CLIL subject teachers internationally and in Dutch classrooms. This allows us to place the Dutch situation in an international context and to identify avenues for future research and development. The following questions guided the review: (1) What appear to be the most prominent international trends with regard to the implementation of the 4Cs in CLIL subject pedagogies?; and, (2) To what extent do Dutch CLIL subject pedagogies appear to reflect these international trends? Findings about pedagogies reported in the reviewed studies suggest that, in general, studies from the Netherlands stand out compared to international studies in several respects. Specifically, there is evidence of a relatively strong pedagogic focus in the Netherlands on developing students’ intercultural competence. The Dutch studies also stand out, however, for not addressing the role that the L1 can play in CLIL pedagogy. Furthermore, a main finding is that both the Dutch and the international studies reviewed provide little insight into aspects of CLIL pedagogy related to subject-specific culture and into ways in which content and language are integrated.
Article outline
  • Introduction
  • 1.Conceptual framework
  • 2.Method
    • 2.1Research questions
    • 2.2Search and selection
    • 2.3Analysis
  • 3.Results and discussion
    • 3.1Content
    • 3.2Cognition
    • 3.3Communication
      • 3.3.1Language learning and language using
      • 3.3.2Role of the L1
    • 3.4Culture
      • Intercultural understanding
      • Subject-specific culture
    • 3.5Content and language integration
  • 4.Conclusions and implications for CLIL subject pedagogies and related research in The Netherlands
    • Avenues for further research
  • Notes
  • References
References (83)
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