Effects of Implementing Multiple Components in a School-Wide Antibullying Program: A Randomized Controlled Trial in Elementary Schools

This study investigates the effectiveness of the PRIMA antibullying program for elementary education using a cluster-randomized trial with two experimental conditions (with and without student lessons) and a control group. Students of 31 schools participated in the study (N = 3,135; Mage = 10 years). Multilevel regression analyses demonstrated positive effects of the program on peer-reported victimization and reinforcing behavior. Implementing multiple program components was related to stronger program effects. The results provide partial experimental evidence for the beneficial effects of combining student lessons and teacher training in antibullying programs. Future experimental research is needed to investigate other approaches that reduce not only peer-reported victimization, but also self-perceived bullying and victimization

Teachers' Experiences With Difficult Bullying Situations in the School: An Explorative Study

Although anti-bullying programs often include a component that focuses on strengthening teachers’ abilities in identifying and addressing bullying, it is not clear which bullying situations teachers find difficult to address and what type of support is needed. In the current qualitative study, we investigated what teachers considered difficult bullying situations, how they responded to these situations, and which barriers they encountered. We used data from individual in-depth interviews conducted with 38 Dutch elementary school teachers. Qualitative analysis showed that teachers experienced difficulties in (a) identifying bullying that happens out of sight, (b) estimating the seriousness of a reported incident, (c) addressing persistent aggressive and bullying behavior, and (d) finding solutions with parents to reduce bullying. Teachers used a variety of strategies in their efforts to address these situations. The results give insight into teachers’ needs regarding specific training and support in anti-bullying programs and preservice teacher programs

A showdown between bilingual and mainstream education:: the impact of language of instruction on learning subject content knowledge.

Bilingual education has become popular in many countries in the last two decades. It is generally acknowledged that learning a second language (L2) through subject content has a positive impact on students’L2 learning, but there is less agreement on whether this also applies to learning subject content knowledge in and through L2. This cross-sectional study compared Dutch pre-university mainstream and bilingual education students in grades 7 and 9 on a history knowledge test, taking into consideration the language of instruction and testing. Students were also tested on their motivation to learn and affinity with history, because of the alleged higher motivation bilingual education students bring to the classroom. Multilevel analyses showed that bilingual education students in grade 7 lagged behind in the English part of the test but performed at the same level in the Dutch part. 9th bilingual education graders on the other hand performed significantly better on the knowledge test than 9th mainstream graders in both L2 and L1, thus providing evidence for the non-detrimental effect of bilingual education on the acquisition of subject content knowledge

Content and Language Integrated Learning in Dutch bilingual education: How Dutch history teachers focus on second language teaching

This small-scale observational study explores how Dutch bilingual education history teachers (BHTs) focus on the L2 component in their CLIL-lessons. We observed and rated eight BHTs on five language teaching categories. Results show that Dutch BHTs focus more strongly on using the L2 to teach subject content and that they tend to be less engaged in teaching specific second language topics, such as focus on form or language learning strategies. Further results and suggestions for improving the BHTs’ L2 focus are discussed together with a plea for a CLIL definition that is more in line with the everyday reality of the CLIL classroom

Measuring L2 speakers’ interactional ability using interactive speech tasks

This article explores ways to assess interactional performance, and reports on the use of a test format that standardizes the interlocutor?s linguistic and interactional contributions to the exchange. It describes the construction and administration of six scripted speech tasks (instruction, advice, and sales tasks) with pre-vocational learners (n?=?34), and reports on the extent to which these tasks can be used to assess L2 speakers? interactional performance in a reliable and valid manner.The high levels of agreement found between three independent raters on both holistic and analytical measurements of interactional performance indicate that this construct can be measured reliably with these tasks. Means and standard deviations demonstrate that tasks differentiate between speakers? interactional performance. Holistic ratings of linguistic accuracy and interactional ability correlate highly between tasks that focus on different language functions, and are situated in different interactional domains. Furthermore, positive correlations are found between both holistic and analytic ratings of oral performance and vocabulary size. Positive within-task correlations between analytical ratings of specific interactional strategies and holistic ratings of overall interactional ability show that analytic ratings of meaning negotiation and correcting misinterpretation provide additional information about speakers? interactional ability that is not captured by holistic assessment alone.It is concluded that these tasks are a useful diagnostic tool for practitioners to support their learners? interactional abilities at a sub-skill level

Measuring L2 speakers’ interactional ability using interactive speech tasks

This article explores ways to assess interactional performance, and reports on the use of a test format that standardizes the interlocutor?s linguistic and interactional contributions to the exchange. It describes the construction and administration of six scripted speech tasks (instruction, advice, and sales tasks) with pre-vocational learners (n?=?34), and reports on the extent to which these tasks can be used to assess L2 speakers? interactional performance in a reliable and valid manner.The high levels of agreement found between three independent raters on both holistic and analytical measurements of interactional performance indicate that this construct can be measured reliably with these tasks. Means and standard deviations demonstrate that tasks differentiate between speakers? interactional performance. Holistic ratings of linguistic accuracy and interactional ability correlate highly between tasks that focus on different language functions, and are situated in different interactional domains. Furthermore, positive correlations are found between both holistic and analytic ratings of oral performance and vocabulary size. Positive within-task correlations between analytical ratings of specific interactional strategies and holistic ratings of overall interactional ability show that analytic ratings of meaning negotiation and correcting misinterpretation provide additional information about speakers? interactional ability that is not captured by holistic assessment alone.It is concluded that these tasks are a useful diagnostic tool for practitioners to support their learners? interactional abilities at a sub-skill level

Oral Interaction in the EFL Classroom: The Effects of Instructional Focus and Task Type on Learner Affect

Little is known about the effects of different instructional approaches on learner affect in oral interaction in the foreign language classroom. In a randomized experiment with Dutch pre-vocational learners (N = 147), we evaluated the effects of 3 newly developed instructional programs for English as a foreign language (EFL). These programs differed in instructional focus (form-focused vs. interaction strategies- oriented) and type of task (pre-scripted language tasks vs. information gap tasks). Multilevel analyses revealed that learners’ enjoyment of EFL oral interaction was not affected by instruction, that willingness to communicate (WTC) decreased over time, and that self-confidence was positively affected by combining information gap tasks with interactional strategies instruction. In addition, regression analyses revealed that development in learners’ WTC and enjoyment did not have predictive value for achievement in EFL oral interaction, but that development in self-confidence did explain achievement in EFL oral interaction in trained interactional contexts