Current developments in bilingual primary education in the Netherlands
This contribution addresses two studies of the processes and outcomes of English as a foreign language (EFL) in Dutch primary education. Firstly, this article describes a preliminary study of the learning outcomes at the end of primary education, comparing pupils’ language proficiency after either two years or six to eight years of low-intensity EFL programs. Secondly, it describes the outcomes of a subsequent classroom observation study in a high-intensity bilingual primary education pilot in grade 1, focusing on teacher language use and teacher-pupil interaction. Results are related to learning outcome in terms of pupils’ receptive vocabulary knowledge. Conclusions focus on foreign language teaching in primary education in general, and bilingual primary education in particular.
On this publication contributed
|Published in||F. Li, K. E. Pollock & R. Gibb (Eds.), Child Bilingualism and Second Language Learning: Multidisciplinary perspectives|
|Key words||bilingual education, primary education, Netherlands, English as a foreign language, EFL|
|Digital Object Identifier||https://doi.org/10.1075/bpa.10.08gra|