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Article published In: Journal of Immersion and Content-Based Language Education
Vol. 3:1 (2015) ► pp.4–27

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The effects of English bilingual education in the Netherlands

 | University of Groningen and Free State University
 | University of Groningen and Free State University
 | Hanze University
Published online: 9 February 2015
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https://doi.org/10.1075/jicb.3.1.01ver
This paper reports on the effectiveness of bilingual education in the Netherlands. After a brief history of the rise of bilingual education in the Netherlands, the study traces the development of English proficiency of two cohorts at Dutch high schools during one year: a group of Year 1 students (average age 12) and a group of Year 3 students (average age 14) were tested three times during one academic year. The results suggest a dynamic interplay as proficiency increases between condition and other factors such as initial proficiency, scholastic aptitude, out of school contact, and motivation/attitude factors. In Year 1, scholastic aptitude and initial proficiency were strong predictors for all students. In Year 3, scholastic aptitude no longer played a role, but initial proficiency and motivation/attitude did. The students who received bilingual education outperformed the students from the other two groups (regulars and controls).
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