PhD project
Towards content and language integration in the LLA literature classes
How can a CLIL approach, with a focus on disciplinary literacies, improve the teaching of the LLA programme’s literary component in senior bilingual education (TTO)?
- Duration
- 2024 - 2028
- Contact
- Marjolein Lansing
- Funding
- Dudoc Alfa
Researchers
- M.M. Lansing MA - PhD candidate
- Prof.dr. N.H. de Jong - supervisor
- Dr. T.L. Mearns - co-supervisor
- Dr. E.J. van Leeuwen - co-supervisor
The main goal of this research is to explore ways of approaching literature teaching in the TTO LLA context from a disciplinary literacies perspective, by integrating content, related disciplinary language, cognitive skills and cultural awareness.
Project description
CLIL (Content and Language Integrated Learning) is the dominant approach to teaching and learning within Dutch TTO (bilingual education). However, English teachers often struggle to define their position within a CLIL approach, as their 'content' is the language itself.
This project focuses on the integrating of the 4Cs of CLIL - Content, Communication, Culture, and Cognition - in the literature component of the English A: Language and Literature (LLA) programme of the International Baccalaureate (IB), taught in the senior forms of bilingual HAVO and VWO schools in the Netherlands.
By analysing current practices and exploring possible areas for improvement, the project aims to further define the disciplinary identity of language teachers within a CLIL context and to provide tools and guiding principles that support the integration of the 4Cs in literature teaching.
Phase 1: Analysis and exploration
Exploring teachers’ and learners’ attitudes and beliefs regarding the LLA literary component + Identifying existing good practices and the rationale behind the choices LLA teachers make.
Methods: questionnaires / semi-structured interviews
Phase 2: Design and construction
Using a disciplinary literacies perspective to develop/design/adapt materials to improve the teaching of literature.
Methods: Professional learning community / piloted lesson materials
Phase 3: Evaluation and reflection
Implementing and evaluating the adapted/designed literary unit.
Methods: questionnaires / written reflections