Inclusive CLIL: Content and Language Integrated Learning in Dutch Pre-Vocational Education

Abstract

Can bilingual education work successfully for all learners, including pupils in Dutch pre-vocational secondary education (vmbo)? While bilingual education and Content and Language Integrated Learning (CLIL) have often been associated with academically high-performing pupils, this dissertation investigates the opportunities and challenges of implementing CLIL in a more diverse and practically oriented educational context. The research was conducted during the formative years of bilingual vmbo education in the Netherlands and provides insight into language outcomes and stakeholder experiences in this early stage of development. Using a large-scale longitudinal mixed-methods approach across multiple Dutch vmbo schools, the dissertation compares CLIL and non-CLIL pupils’ development in English vocabulary, grammar, writing, speaking, and willingness to communicate, as well as teacher and pupil perceptions of CLIL in practice. The findings show that CLIL in vmbo can contribute to English language development and positive attitudes toward English, but that outcomes vary depending on how programs are implemented. Factors such as the amount of English used in class, positive teacher–pupil relationships, classroom interaction, and realistic adaptation to pupils’ educational needs appear important. Teachers and pupils valued meaningful communication in English, but also emphasized the importance of structure, clarity, and language support. The dissertation argues that inclusive and feasible forms of bilingual education are possible in pre-vocational contexts when expectations, pedagogy, and language goals are adapted to learners’ needs. In doing so, the study contributes to discussions about educational equity, language learning, and the accessibility of bilingual education for all pupils.