The challenge of balancing content and language: perceptions of Dutch bilingual education history teachers

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Abstract

The role of subject teachers in content and language integrated learning (CLIL) has received little attention, since most research focuses on language learning results of students. This exploratory study aims to gain insight into the perceptions of Dutch bilingual education history teachers by comparing teaching CLIL with regular history teaching. We used questionnaires and interviews to collect data. Results show that bilingual education history teachers perceived their dual task as language and subject teachers to be challenging. Teaching in English also enriched their teaching skills and eventually had a positive influence on their level of job satisfaction.
Original languageEnglish
Pages (from-to)165-174
JournalTeaching and Teacher Education
Volume70
Early online date1 Dec 2017
DOIs
Publication statusPublished - Feb 2018

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