Cover Page
The following handle holds various files of this Leiden University dissertation:
http://hdl.handle.net/1887/77223
Author: Kampen, E. van
Title: What’s CLIL about bilingual education? A window on Content and Language
Integrated Learning pedagogies
Curriculum Vitae
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Curriculum Vitae
Publications and presentations
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Publications and presentations
Scientific publications
Van Kampen, E., Meirink, J., Admiraal, W. & Berry, A. (submitted, 2019). What’s
in a name? A window on the integrated content-language pedagogies used to teach Global Perspectives in Dutch bilingual schools.
Van Kampen, E., Mearns, T., Meirink, J., Admiraal, A. & Berry, A. (2018). How do we measure up? A review of Dutch CLIL subject pedagogies against an international backdrop. Dutch Journal of Applied Linguistics (7:2), 129–155. doi:10.1075/dujal.18004.kam.
Van Kampen, E., Admiraal, W. & Berry, A. (2018). Content and language integrated learning in the Netherlands: teachers’ self-reported pedagogical practices. International Journal of Bilingual Education and Bilingualism (21:2), 222-236. doi:10.1080/13670050.2016.1154004.
Van Kampen, E., Meirink, J., Admiraal, W. & Berry, A. (published online first, 2017). Do we all share the same goals for content and language integrated learning (CLIL)? Specialist and practitioner perceptions of ‘ideal’ CLIL pedagogies in the Netherlands. International Journal of Bilingual Education and
Bilingualism. doi:10.1080/13670050.2017.1411332.
Paper presentations
Van Kampen, E., Meirink, J., Admiraal, W. & Berry, A. (2019, February). What’s in a name? A window on the integrated Content-Language learning pedagogies used to teach Global Perspectives in Dutch bilingual schools. Paper presentation at CLIL Connnect Conference, 14-15 February, Brussels, Belgium. Van Kampen, E., Admiraal, W., Meirink, J. & Berry, A. (2018, June). Characterizing pedagogies used by Global Perspectives teachers in Dutch bilingual education. Paper presentation at EARLI SIG11, 13-15 June, Kristiansand, Norway. Mearns, T., Van Kampen, E., Meirink, J., Admiraal, A. & Berry, A. (2018, June).
How do we measure up? A review of Dutch CLIL subject pedagogies against an international backdrop. Paper presentation at CLIL symposium at 9th Anéla
Applied Linguistics Conference, 2 June, Egmond, the Netherlands.
Van Kampen, E., Meirink, J., Admiraal, W. & Berry, A.(2017, April). Do we all imagine the same CLIL? A comparison of specialist and practitioner perceptions of ideal CLIL pedagogies. Paper presentation at ICO National
Spring School, 20-21 April, Utrecht, the Netherlands.
Van Kampen, E., Meirink, J., Admiraal, W. & Berry, A. (2016, December). Do we all imagine the same CLIL? A comparison of specialist and practitioner perceptions of ideal CLIL pedagogies. Paper presentation at Van Schools tot
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Van Kampen, E., Admiraal, W. & Berry, A (2015, June). Het conceptualiseren van de CLIL-onderwijspraktijk van docenten. Paper presentation at Onderwijs
Research Dagen, 17-19 June, Leiden, the Netherlands.
Posters/round tables
Van Kampen, E., Meirink, J., Admiraal, W. & Berry, A. (2018, March). Characterizing CLIL pedagogies used by Global Perspectives teachers in Dutch bilingual upper-secondary-schools. Round-table discussion at ICO
International Spring School, 19-23 March, Kerkrade, the Netherlands.
Van Kampen, E., Admiraal, W., Meirink, J. & Berry, A. (2017, June). Global
Perspectives: bridging the transition from CLIL secondary to higher education?
Poster presentation at English Medium Instruction symposium: Building bridges
for a better world, 22 June, Oxford University, U.K.
Van Kampen, E., Mearns, T., Meirink, J., Admiraal, A. & Berry, A. (2017, June). Nederlandse CLIL-onderwijspraktijken in internationaal perspectief. Round-table discussion at Onderwijs Research Dagen, 28-30 June, Antwerpen, Belgium.
Van Kampen, E., Admiraal, W. & Berry, A. (2015, March). Conceptualizing and developing the practice of CLIL teachers. Presentation at TTO symposium
Dankwoord
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Dankwoord
Dit is alweer het einde van mijn PhD-traject. Ik ben blij met het resultaat, maar vind het ook jammer dat het klaar is want ik heb de afgelopen jaren met veel plezier bij het ICLON gewerkt!
Ik prijs mijzelf heel gelukkig met mijn begeleidingsteam van Wilfried, Mandi en Jacobiene. Dit promotieonderzoek voelt voor mij echt als ‘ons’ CLIL-onderzoek waar we als team aan hebben gewerkt. Wilfried – jij bent een geweldige promotor, hartelijk dank voor al je betrokkenheid. Je was, ondanks je drukke agenda, altijd bereikbaar, voor welke vraag dan ook en onze overleggen gaven mij altijd een goed gevoel over hoe verder te gaan. Mandi – I’ve thoroughly enjoyed working with you, special thanks for your always positive support, the fun moments we had in Leiden, your very quick replies to emails and expert text-editing skills! Jacobiene – dank voor al jouw inzet, ik heb van jou veel geleerd over kwalitatieve data-analyse en geduld hebben met puzzelen.
Mijn dank gaat ook uit naar alle bewoners van de 4de verdieping en in het
bijzonder de PhD’s voor alle inspiratie en gezelligheid! Bijzondere dank aan mijn kantoor ‘roomies’: Saskia, voor alle creativiteit en sokken van Enzo die je hebt ‘gered’ in de trein; Lindy, voor alle fijne gesprekken; Alma, voor alle gezelligheid - de omzet van het FSW-café is zeker gedaald sinds ons vertrek; en natuurlijk Lysanne! Tessa V., ik vond het fijn om samen de laatste stappen richting het einde van onze PhD’s te zetten. Mijn dank gaat ook uit naar alle leden van de onderzoeksgroep voor al jullie input en inspiratie! Dank ook aan het WTP-team en in het bijzonder Tessa M., Ben en Tamara – ik heb genoten van onze samenwerking.
Veel dank ook aan alle deelnemers aan de onderzoeken, ik vond het samenwerken en leren van jullie praktijken zeer inspirerend.
ICLON dissertation series
I
Leiden University Graduate School
of Teaching PhD dissertation series
Hoeflaak, A. (1994). Decoderen en interpreteren: een onderzoek naar het gebruik van
strategieën bij het beluisteren van Franse nieuwsteksten.
Verhoeven, P. (1997). Tekstbegrip in het onderwijs klassieke talen.
Meijer, P. C. (1999). Teachers’ practical knowledge: Teaching reading comprehension
in secondary education.
Zanting, A. (2001). Mining the mentor’s mind: The elicitation of mentor teachers’
practical knowledge by prospective teachers.
Uhlenbeck, A. M. (2002). The development of an assessment procedure for beginning
teachers of English as a foreign language.
Oolbekkink-Marchand, H.W. (2006). Teachers’ perspectives on self-regulated
learning: An exploratory study in secondary and university education.
Henze-Rietveld, F. A. (2006). Science teachers’ knowledge development in the context
of educational innovation.
Mansvelder-Longayroux, D. D. (2006). The learning portfolio as a tool for stimulating
reflection by student teachers.
Meirink, J.A. (2007). Individual teacher learning in a context of collaboration in teams. Nijveldt, M.J. (2008). Validity in teacher assessment: An exploration of the judgement
processes of assessors.
Bakker, M.E.J. (2008). Design and evaluation of video portfolios: Reliability,
generalizability, and validity of an authentic performance assessment for teachers.
Oonk, W. (2009). Theory-enriched practical knowledge in mathematics teacher
education.
Visser-Wijnveen, G.J. (2009). The research-teaching nexus in the humanities:
Variations among academics.
Van der Rijst, R.M. (2009). The research-teaching nexus in the sciences: Scientific
research dispositions and teaching practice.
Platteel, T.L. (2010). Knowledge development of secondary school L1 teachers on
concept-context rich education in an action-research setting.
Kessels, C.C. (2010). The influence of induction programs on beginning teachers’
well-being and professional development.
Min-Leliveld, M.J. (2011). Supporting medical teachers’ learning: Redesigning a
program using characteristics of effective instructional development.
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Wongsopawiro, D. (2012). Examining science teachers pedagogical content knowledge
in the context of a professional development program.
Belo, N.A.H. (2013). Engaging students in the study of physics: An investigation of
physics teachers’ belief systems about teaching and learning physics.
De Jong, R.J. (2013). Student teachers’ practical knowledge, discipline strategies, and
the teacher-class relationship.
Verberg, C.P.M. (2013). The characteristics of a negotiated assessment procedure to
promote teacher learning.
Van Kan, C.A. (2013). Teachers’ interpretations of their classroom interactions in terms
of their pupils’ best interest: A perspective from continental European pedagogy.
Dam, M. (2014). Making educational reforms practical for teachers: Using a modular,
success-oriented approach to make a context-based educational reform practical for implementation in Dutch biology education.
Hu, Y. (2014). The role of research in university teaching: A comparison of Chinese and
Dutch teachers.
Vink, C.C. (2014). Mapping for meaning: Using concept maps to integrate clinical and
basic sciences in medical education.
De Hei, M.S.A. (2016). Collaborative learning in higher education: design,
implementation and evaluation of group learning activities.
Louws, M.L. (2016). Professional learning: what teachers want to learn. Moses, I. (2017). Student-teachers’ commitment to teaching.
Veldman, I. M.J. (2017). Stay or leave? Veteran teachers’ relationships with students
and job satisfaction.
Chen, D. (2017). Intercultural identities of English language teachers: An exploration
in China and the Netherlands.
Vereijken M.W.C. (2018). Student engagement in research in medical education. Stollman, S.H.M. (2018). Differentiated instruction in practice: A teacher perspective. Day, I.N.Z. (2018). Intermediate assessment in higher education.
Huisman, B.A. (2018). Peer feedback on academic writing.
Tran, T.T.Q. (2018). Cultural differences in Vietnam: Differences in work-related
values between Western and Vietnamese culture and cultural awareness at higher education
Van Ginkel, G.V.M (2018). Making mentoring match: Mentor teachers’ practical
