Page 186 - Getting of the fence
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                                Chapter 7
 As also discussed in section 6.6, integrating foreign language development and content, however, is not new. Since the 90s, bilingual education has been on the rise in Europe, evidenced by teaching approaches such as Content Based Language Teaching (Snow & Brinton, 1988), Task Based Language Teaching (Norris, 2009) and Content and Language Integrated Learning (Coyle, 2007) which all centre on integrating content and language. Coyle, Hood, and Marsh (2010) define Content and Language Integrated Learning (CLIL) as a “dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language” (p. 1). Although bilingual education centres on offering subjects such as History and Biology in the foreign language, de Graaff (2013) argues that the CLIL pedagogy is also very valuable for foreign language teachers, because “you cannot develop language skills without content to motivate and to communicate about, whether that is your daily life, literature, grammar, culture, current affairs, or content from other school subjects” (p. 7). Additionally, language mastery is dependent on knowledge mastery, such as cultural knowledge (Hirsch, Kett, & Trefil, 1988). In order to communicate effectively within the cultural commons, all kinds of shared background knowledge are critical in understanding what language says (Hirsch, Kett, & Trefil, 1988).
However, most foreign language teachers in Dutch secondary education are primarily trained to teach foreign language skills. If we want to move away from the current skills-centrism towards a dual-focused educational approach where foreign language teachers are experts at integrating language skills with language specific content such as literature, cultural affairs, and citizenship, initial foreign language teacher training programmes as well continuous professional development need to embrace this idea and make beginning and experienced teachers competent in the CLIL pedagogy. This claim is supported by Duncan and Paran (2017) who found that, teachers who had a large amount of training in their initial teacher training course using literary texts in the foreign language classroom, had a significantly more positive attitude towards using literary texts and reported using various types of activities significantly more than teachers who did not have this large amount of training (see also Duncan & Paran, 2018). This practical implication is also underlined by Meesterschapsteam MVT (2018) and Schat et al. (2018).
7.5.3 Towards a well-structured domain
In the introduction to this thesis we argued that the EFL literature curriculum is ill-structured because of a lack of theory and structure, a multitude of visions, and
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