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The internationalization of education within the Dutch context : implementing the IB MYP and CLIL

Hirs, Suzan (2014) The internationalization of education within the Dutch context : implementing the IB MYP and CLIL.

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Abstract:In today’s globalizing society, schools strive to equip their learners with the necessary knowledge and skills to develop international mindedness and intercultural literacy. This has led to changes in the educational field, including the development and implementation of international curricula. Both the International Baccalaureate Middle Years Program (IB MYP) and Content and Language Integrated Learning (CLIL) offer some valuable possible contributions to a more international education system. Therefore, this study strives to identify and describe factors that influence the successful implementation of the IB MYP and CLIL in Dutch secondary education. The successfulness is evaluated on two criteria; institutionalization (the degree to which the change is integrated in the everyday teaching and learning practice) and outcomes (the degree to which the desired outcomes are achieved). The research was conducted at the TTO (bilingual education) department of a Dutch secondary school. This school offers the TTO-track for four years, after which most students complete their final two years of secondary education at the VWO (pre-university secondary education). Different groups of stakeholders were interviewed to gather their views on the factors affecting successful implementation of CLIL and the IB MYP, which were categorized according to a number of general factors affecting implementation. In conclusion, the lack of clarity and the complexity of the IB MYP aspect of the curriculum, that also impacted its practicality, the lack of support from some teachers and the concern of equipping students to meet national requirements affected the institutionalization of the IB MYP and CLIL in a negative manner, whereas the support and enthusiasm of the TTO teachers, the professional development activities and teacher collaboration were identified as (indispensable) factors supporting the institutionalization of the IB MYP and CLIL. Although there were some issues on how exactly to implement and institutionalize the IB MYP, students and teachers indicated that TTO students developed a number of skills inherent to the IB MYP. The problems that the students experienced during the transition to the VWO regarding content knowledge gaps were not due to the quality/practicality of the IB MYP. Rather, they were due to a different focus between the IB MYP and the VWO and the national requirements of the VWO. CLIL did not cause that many issues, which is reflected in the learning outcomes. The English proficiency of TTO students was above average, although they did not perform as well on grammar. Some issues with the quality/practicality of the program regarding content and first language learning barely affected the desired learning outcomes. Although these factors offer some preliminary insights in the implementation of an internationalized curriculum within Dutch secondary education, further research is needed to establish the outcomes and effects of internationalized curricula within the Dutch context.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
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