35 research outputs found

    L'éducation multilingue, l'apprentissage implicite et la didactique coopérative

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    Meertalig onderwijs in de zin van content and language integrated learning (CLIL), waarbij een deel van het curriculum wordt onderwezen in een doeltaal is in. De resultaten op het vlak van kennis van de doeltaal, de moedertaal, en van de leerstof, de positieve attitudes die ermee samengaan zowel als de cognitieve voordelen zijn dermate dat we kunnen spreken van een stille onderwijsrevolutie. De verklaringen van dit succes zijn, ten eerste, dat er sprake is van echt communicatief onderwijs wat zeer leerbevorderend werkt en, ten tweede, dat er sprake is van impliciet en coöperatief leren, wat ook het leerproces eveneens in ruime mate versterkt. Deze aanpak is m.a.w. veel meer dan een nieuwe aanpak van het taalonderwijs. Het is een innovatieve, blijvende en duurzame verandering

    The effects of CLIL on mathematical content learning: A longitudinal study

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    Previous research has shown that content and language integrated learning (CLIL), an educational approach that offers content courses through more than one educational language, increases metalinguistic awareness. This improved insight into language structures is supposed to extend beyond the linguistic domain. In the present study, the question whether pupils who learn in a CLIL environment outperform their traditionally schooled peers in mathematics is investigated. In total, 107 pupils entered the study. All participants were in the first year of secondary education at a school in Ostend, in Flanders, the Dutch-speaking part of Belgium. Thirty-five pupils followed CLIL education in a foreign language (French) and 72 followed traditional education that was given in the native language (Dutch). All participants were tested using a mathematical test at the beginning of the year, after three months, and after ten months. The first measurement of the mathematical scores showed that the two groups did not differ. In accordance with our hypothesis, the CLIL group scored higher than the non-CLIL group after ten months. Surprisingly, an effect was also found after three months. To conclude, CLIL appears to have a positive impact on the mathematical performance of pupils even after a short period of time

    Het onderwijs in Brussel

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    In deze bijdrage staat de situatie van het leerplichtonderwijs in het Brussels Hoofdstedelijk Gewest centraal. Scholen zijn geen geĂŻsoleerde entiteiten waarbinnen het leerproces zich afspeelt maar kunnen niet los gezien worden van de grootstedelijke omgeving waarin ze functioneren. Om zicht te krijgen op dit complexe gegeven kunnen we de relatie tussen beide in vier aspecten samenvatten: de politiek-institutionele context (organisatie van het onderwijs), het pedagogisch-onderwijskundige proces (hoe en wat leren, in welke omstandigheden en met welk vooropgesteld resultaat), het demografisch-geografisch gegeven (bevolking waarvoor het onderwijs wordt georganiseerd), en de sociaal-culturele context (stedelijke ontwikkelingen) (Verlot, 2002). Alhoewel deze verschillende aspecten sterk met elkaar verweven zijn biedt deze indeling een interessante houvast om de concrete Brusselse situatie nader te bekijken en de vaststellingen en de probleemformulering nader te verduidelijken. Hierna volgen een aantal mogelijke politieke opties.Gezien de omvang van de problematiek wordt hier niet dieper ingegaan op het hoger onderwijs of beroepsopleiding. Deze aspecten komen in thema’s als “Brussel als kennisstad” en “de Brusselse arbeidsmarkt” aan bod.C’est la situation de l’enseignement obligatoire en RĂ©gion de Bruxelles-Capitale qui gĂźt au cƓur de cette contribution. Les Ă©coles ne sont pas des entitĂ©s isolĂ©es au sein desquelles se dĂ©roulerait l’apprentissage : elles ne peuvent ĂȘtre dĂ©tachĂ©es de l’environnement de la grande agglomĂ©ration urbaine au sein de laquelle elles fonctionnent. Pour y voir clair dans cet ensemble complexe de facteurs d’influence, nous rĂ©sumons la relation existant entre l’école et la ville en quatre aspects : (i) le contexte politico-institutionnel (l’organisation de l’enseignement), (ii) le processus pĂ©dagogique et d’enseignement (qu’enseigner et comment le faire, dans quelles circonstances et avec quels rĂ©sultats), (iii) les donnĂ©es dĂ©mographiques et gĂ©ographiques (population Ă  laquelle l’enseignement est destinĂ©), et (iv) le contexte socio-culturel (dĂ©veloppement urbain) (Verlot, 2002). Bien que ces diffĂ©rents aspects soient fortement entremĂȘlĂ©s l’un avec l’autre, leur division offre un angle d’approche intĂ©ressant pour une meilleure observation de la situation concrĂšte Ă  Bruxelles et une plus grande prĂ©cision des constats Ă  Ă©tablir et des problĂšmes Ă  formuler. Suivent un certain nombre de choix politiques envisageables.Étant donnĂ© l’ampleur de la problĂ©matique, nous avons choisi de ne pas approfondir ici les questions liĂ©es Ă  l’enseignement supĂ©rieur ou Ă  la formation professionnelle. Ces aspects sont abordĂ©s dans les publications ayant pour sujet « Bruxelles, ville de connaissance » et « le marchĂ© de l’emploi à Bruxelles ».This paper focuses on the situation of compulsory education in the Brussels Capital Region. Schools are not isolated entities within which the learning process takes place and can not be viewed separately from the metropolitan environment within which they function. In order to gain an insight into this complex issue, the relationship between both can be summarised by four aspects: the political-institutional context (the organisation of education), the pedagogical-educational process (what is taught and how, in what circumstances and with which expected result), the demographic-geographic situation (the population for whom education is organised), and the social-cultural context (urban development) (Verlot, 2002). Although these different aspects are strongly interwoven, this division provides an interesting means by which the actual situation in Brussels is looked at more closely and by which the observations and the formulation of problems are made clearer. Finally, a number of political options are proposed.Due to the extent of the problems, the higher education and vocational education sectors are not examined here. They are addressed within topics such as “Brussels as a city of knowledge” and “The Brussels employment market”

    L’enseignement à Bruxelles

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    C’est la situation de l’enseignement obligatoire en RĂ©gion de Bruxelles-Capitale qui gĂźt au cƓur de cette contribution. Les Ă©coles ne sont pas des entitĂ©s isolĂ©es au sein desquelles se dĂ©roulerait l’apprentissage : elles ne peuvent ĂȘtre dĂ©tachĂ©es de l’environnement de la grande agglomĂ©ration urbaine au sein de laquelle elles fonctionnent. Pour y voir clair dans cet ensemble complexe de facteurs d’influence, nous rĂ©sumons la relation existant entre l’école et la ville en quatre aspects : (i) le contexte politico-institutionnel (l’organisation de l’enseignement), (ii) le processus pĂ©dagogique et d’enseignement (qu’enseigner et comment le faire, dans quelles circonstances et avec quels rĂ©sultats), (iii) les donnĂ©es dĂ©mographiques et gĂ©ographiques (population Ă  laquelle l’enseignement est destinĂ©), et (iv) le contexte socio-culturel (dĂ©veloppement urbain) (Verlot, 2002). Bien que ces diffĂ©rents aspects soient fortement entremĂȘlĂ©s l’un avec l’autre, leur division offre un angle d’approche intĂ©ressant pour une meilleure observation de la situation concrĂšte Ă  Bruxelles et une plus grande prĂ©cision des constats Ă  Ă©tablir et des problĂšmes Ă  formuler. Suivent un certain nombre de choix politiques envisageables.Étant donnĂ© l’ampleur de la problĂ©matique, nous avons choisi de ne pas approfondir ici les questions liĂ©es Ă  l’enseignement supĂ©rieur ou Ă  la formation professionnelle. Ces aspects sont abordĂ©s dans les publications ayant pour sujet « Bruxelles, ville de connaissance » et « le marchĂ© de l’emploi à Bruxelles ».In deze bijdrage staat de situatie van het leerplichtonderwijs in het Brussels Hoofdstedelijk Gewest centraal. Scholen zijn geen geĂŻsoleerde entiteiten waarbinnen het leerproces zich afspeelt maar kunnen niet los gezien worden van de grootstedelijke omgeving waarin ze functioneren. Om zicht te krijgen op dit complexe gegeven kunnen we de relatie tussen beide in vier aspecten samenvatten: de politiek-institutionele context (organisatie van het onderwijs), het pedagogisch-onderwijskundige proces (hoe en wat leren, in welke omstandigheden en met welk vooropgesteld resultaat), het demografisch-geografisch gegeven (bevolking waarvoor het onderwijs wordt georganiseerd), en de sociaal-culturele context (stedelijke ontwikkelingen) (Verlot, 2002). Alhoewel deze verschillende aspecten sterk met elkaar verweven zijn biedt deze indeling een interessante houvast om de concrete Brusselse situatie nader te bekijken en de vaststellingen en de probleemformulering nader te verduidelijken. Hierna volgen een aantal mogelijke politieke opties.Gezien de omvang van de problematiek wordt hier niet dieper ingegaan op het hoger onderwijs of beroepsopleiding. Deze aspecten komen in thema’s als “Brussel als kennisstad” en “de Brusselse arbeidsmarkt” aan bod.This paper focuses on the situation of compulsory education in the Brussels Capital Region. Schools are not isolated entities within which the learning process takes place and can not be viewed separately from the metropolitan environment within which they function. In order to gain an insight into this complex issue, the relationship between both can be summarised by four aspects: the political-institutional context (the organisation of education), the pedagogical-educational process (what is taught and how, in what circumstances and with which expected result), the demographic-geographic situation (the population for whom education is organised), and the social-cultural context (urban development) (Verlot, 2002). Although these different aspects are strongly interwoven, this division provides an interesting means by which the actual situation in Brussels is looked at more closely and by which the observations and the formulation of problems are made clearer. Finally, a number of political options are proposed.Due to the extent of the problems, the higher education and vocational education sectors are not examined here. They are addressed within topics such as “Brussels as a city of knowledge” and “The Brussels employment market”

    White-matter development is different in bilingual and monolingual children : a longitudinal DTI study

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    Although numerous people grow up speaking more than one language, the impact of bilingualism on brain developing neuroanatomy is still poorly understood. This study aimed to determine whether the changes in the mean fractional-anisotropy (MFA) of language pathways are different between bilingual and monolingual children. Simultaneous-bilinguals, sequential-bilinguals and monolingual, male and female 10-13 years old children participated in this longitudinal study over a period of two years. We used diffusion tensor tractography to obtain mean fractional-anisotropy values of four language related pathways and one control bundle: 1-left-inferior-occipitofrontal fasciculus/IIFOF, 2-left-arcuate fasciculus/IAF/ISLF, 3-bundle arising from the anterior part of corpus-callosum and projecting to orbital lobe/AC-OL, 4-fibres emerging from anterior-midbody of corpus-callosum (CC) to motor cortices/AMB-PMC, 5-right-inferior-occipitofrontal fasciculus rIFOF as the control pathway unrelated to language. These values and their rate of change were compared between 3 groups. FA-values did not change significantly over two years for IAF/ISLF and AC-OL. Sequential- bilinguals had the highest degree of change in the MFA value of IIFOF, and AMBPMC did not present significant group differences. The comparison of MFA of IIFOF yielded a significantly higher FA-value in simultaneous bilinguals compared to monolinguals. These findings acknowledge the existing difference of the development of the semantic processing specific pathway between children with different semantic processing procedure. These also support the hypothesis that age of second language acquisition affects the maturation and myelination of some language specific white-matter pathways

    Investigating the frontoparietal network in mental calculation in primary school children - An fMRI study

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    The frontoparietal network activated during calculation processing is investigated in a pediatric population. Subjects assessed correctness of two and three operand equations. Besides traditional frontoparietal activation, clear activation of sites associated with error processing was observed

    Dix ans de pratique CLIL en Belgique multilingue. Un résumé des résultats d'apprentissage

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    III Colloquium on Semi-Immersion in CataloniaIII Encuentro sobre Semi-Inmersión en CataluñaSince 1998, CLIL is an official learning and teaching approach for primary schools in French-speaking Belgium. In 2001 a number of Dutch-speaking schools in Brussels followed this example. This paper traces the practice of CLIL in these two areas and discusses a number of research issues. In the first part the political issues regarding the implementation of CLIL are addressed. It is shown how feelings toward this approach differ throughout the country and why this is the case. In the second part, the practice of CLIL is examined. A number of schools teach as much as 70% of the curriculum in the target language, while others limit themselves to 20%. The didactic consequences of the different approaches are examined. Among the problems addressed are the questions (1) whether it is desirable or not that in the development of pupils' linguistic skills, at a certain point in their development, the target language turns out to be the best language? and (2) whether or not it is desirable that reading starts in the target language rather than in the first one? In the third part the six tenets used by our research group are discussed. These are: (1) knowledge of the target language, (2) knowledge of the mother tongue, (3) knowledge of subject-matter, (4) attitudes and motivation, (5) cognitive development and (6) neuroscientific aspects of the brain of bilinguals. The results indicate that CLIL is a powerful learning approach that goes far beyond language knowledge and development but reaches out to cognitive and neuroscientific aspects as well. This leads us to think of CLIL as a really innovative approach not only to language education but to education in general
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