Show simple item record

dc.rights.licenseCC-BY-NC-ND
dc.contributor.advisorGraaff, H.C.J. de
dc.contributor.advisorZonneveld, W.
dc.contributor.authorSetz, W.A.
dc.date.accessioned2012-09-10T13:54:13Z
dc.date.available2012-09-10T13:54:13Z
dc.date.issued2012
dc.identifier.urihttps://studenttheses.uu.nl/handle/20.500.12932/11467
dc.description.abstractCurrently, a nationwide study is being conducted into the use of English as a language of instruction for parts of the curriculum at Dutch primary schools. This project is called Proefproject 15% vvto (vroeg vreemde talen onderwijs, or early foreign language education) and is a combined initiative of the European Platform and the Dutch Ministry of Education. As one of the researchers for this trial project my task was to gather and analyse data. I am also one of the authors of the final report. One of the aims of this study is to find out how teachers who are native speakers of Dutch cope with the added task of teaching in English. This paper will consist of a qualitative analysis of the teaching behaviour of a single teacher. The primary aim of my case study will be to discover whether the use of a non-native language of instruction leads to differences in teaching style. The participant is a teacher for whom English is a non-native language.
dc.description.sponsorshipUtrecht University
dc.language.isoen
dc.titleA Non-native English teacher in a Dutch primary school: English versus Dutch Teaching
dc.type.contentMaster Thesis
dc.rights.accessrightsOpen Access
dc.subject.keywordsProefproject
dc.subject.keywords15% vvto
dc.subject.keywordsnon-native language teacher
dc.subject.keywordsteach English
dc.subject.keywordsDutch teacher
dc.subject.keywordsnative Dutch speaker
dc.subject.courseuuEngelse taal en cultuur: educatie en communicatie


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record