Exploring content-based language teaching practices to stimulate language use in grades 7 and 8 of Frisian trilingual primary education

This dissertation describes the teaching practices in Frisian trilingual primary education (grades 7 and 8) in which the use of Dutch, Frisian and English is stimulated in content-based language teaching. The teaching practices are compared over time, and the relation between teacher practices and student language development in the three target languages is assessed. Differences between teachers and between measurements are observed, but also the teacher practices between the three target language lessons show variation. We conclude that the use of the students’ entire language repertoire is beneficial for language development. It is found that stronger development of Dutch vocabulary and reading comprehension is related to the use of Dutch in Dutch target language lessons, and in which Frisian is also used in peer-interaction. Stronger Frisian vocabulary development is likely related to the use of Frisian only, by both teachers and students in Frisian target language lessons. However, Frisian reading comprehension development is probably related to the use of Dutch in addition to that of Frisian for the interaction between teacher and pupils, the interaction between pupils and output.Furthermore, stronger Frisian vocabulary development is related to both meaning making strategies, and more frequent application of teaching methods to stimulate language use. Better Dutch vocabulary development may well be related to the stimulation of student contributions in whole-classroom discussion in Dutch. In this research no relations are found between English language development and specific teaching practices. English language development may be mainly related to the use of media at home

Cases from the Netherlands

This chapter describes the results of the case study research in The Netherlands. Four organisations were studied: the chemicals producer Akzo Nobel Chemicals (BU Salt), the telecommunications company Ericsson, the IC-T service organisation BAC (the IT centre of the Dutch Internal Revenue Service) and the construction company KIBC.The first four sections contain full case study descriptions (based on data from 1998), including for each case:• background information on the organisation, such as core businesses, number of employees, and current (learning-oriented) strategies;• vision of the HRD professionals on their (new) roles in the learning (oriented) organisation;• strategies they employ to realise these roles.The next section describes factors that (negatively or positively) influence the achievement of these envisioned roles. General conclusions and a summary are provided in the final section

Learning organisations and HRD

This chapter outlines the main theoretical concepts underlying this study. The chapter starts with a reflection on the need for organisational learning and an exploration of the concepts of the learning organisation and the learning-oriented organization (‘Lifelong learning, organisational learning and learning-oriented organisations’). Then there is a discussion of the theoretical basis on the changing role of the Human Resource Development function as a consequence of the concept of the learning organisation (‘Human resource development in learning-oriented organisations’). As this book has a specific European outlook, the question is also posed as to whetherthe approach to HRD within Europe differs from that in the US and Japan (A European outlook on HRD? Comparison with US and Japan’)

Tussen rechtszekerheid en flexibiliteit: contouren van het nieuwe planschaderecht

Effective Protection of Fundamental Rights in a pluralist worl