Research Jordi Casteleyn

Abstract

What does an effective methodology for CLIL (Content and Language Integrated Learning) look like? To what extent does CLIL in Flemish secondary education meet these characteristics? And what can stakeholders do to support effective CLIL education? This study aspires to provide answers to these questions based on a mixed-methods approach and does so in three lines of inquiry: (1) a literature review (umbrella review) that identifies the characteristics of effective CLIL education; (2) a quantitative study in which a Flanders-wide survey on the one hand identifies profiles of schools that offer CLIL and students following CLIL (latent profile analysis), and on the other hand identifies perceived effects and determinant variables (structural equation modeling); and (3) an in-depth qualitative study that uses a delphi study to identify those characteristics of effective CLIL education as well as the preconditions for successful implementation in Flanders among a selection of schools (on the one hand schools that offer 'effective' CLIL education; on the other hand schools that have recently stopped offering CLIL). This study can provide valuable input to the actors involved in CLIL in Flanders. First, they gain an evidence-informed insight into the core elements that influence the effectiveness of CLIL education. Secondly, the results clarify to what extent Flemish CLIL education meets these characteristics of effectiveness, how these effects are experienced at different levels (pupils, teachers and school teams), and in this way policy makers can make data-based decisions. Thirdly, schools starting CLIL education can be supported by identifying essential prerequisites for successful implementation.

Researcher(s)

• Promoter: Simons Mathea
• Co-promoter: Casteleyn Jordi
• Co-promoter: Smits Tom
• Co-promoter: Vandervieren Ellen

Research team(s)

• Didactica

Project type(s)

• Research Project

Abstract

The Taal in de stad within the AG SO is working through a project on a database of language profiles for every field of study within every finality in secondary education. The aim is to develop an instrument that enables class councils to make a correct assessment of the required language competence within a course of study and to compare this with the competence of a pupil to be oriented. In addition, the tool also provides incentives for targeted remediation based on the required language competences of the direction. Prof dr. Jordi Casteleyn is co-designing this project. He develops the methodology to determine the required language level per study area via anchor texts and to report on this efficiently via an online database. In the first instance, he and the AGSO project team are investigating in what respect existing writing tasks from the educational field are representative of the language level within the specialisation. Subsequently, the team develops guidelines on how teacher teams can arrive at categories of anchor texts in a substantiated way that are indicative of the different levels of mastery. Subsequently, the team checks which anchor texts can be included in the internal database, which can be consulted online, for each school, grade, field of study and finality. The criteria and proposed methodology are closely monitored by the project team in order to develop and guarantee equality in language competence within the secondary schools. In this way, different teams of teachers have access to and insight into the different linguistic competences that are typical for study options, which gives student orientation a greater chance of success. Such a tool is especially needed for pupils with a language-poor profile and/or an OKAN background. The current trial runs from September 1, 2022 to June 30, 2023.

Researcher(s)

• Promoter: Casteleyn Jordi

Research team(s)

• Didactica

Project type(s)

• Research Project

Abstract

International and national tests indicate that the reading skills of pupils from the work-oriented and transfer finality are below the desired level. Several meta-analyses indicate that instruction in writing skills has a positive impact on students' reading comprehension (Graham & Hebert, 2011; Graham et al., 2017; Graham & Santangelo, 2014). The Reading Offensive therefore introduces author residencies at a selection of schools with these pupils. To maximize the impact of the author residency project, we are introducing the ambassador concept. Teachers who participate in the author residencies undertake to act as ambassadors for fellow teachers who were unable to participate in the author residencies in the following months (maximum 18 months). These fellow teachers do not receive author visits at school, but do use the programs developed within the author residencies project. In this way we aspire to create a network of teachers, so that the insights from the programs are efficiently disseminated. The central research question of this project is therefore: To what extent does the author residencies project have an impact on the reading and writing education of the participating schools? Ultimately, the Reading Offensive expects that the author residencies and the role of ambassador will have an impact on the views of the teachers (and the didactics they apply) and the language competence of their students. For this specific target group of students, functional writing skills are an illustrative example of this language competence. Based on this, we can formulate the following research questions: 1) To what extent does the author residencies project have an impact on the project teachers (the so-called ambassadors)? a. To what extent is there an impact on the views on language teaching of these teachers? b. To what extent is there an impact on the language didactics used by the teachers? c. To what extent is there a difference in views on language teaching between the ambassadors and fellow teachers? 2) To what extent does the author residencies project have an impact on the students in the project? a. To what extent is there an impact on the literary, resp. functional writing skills of the students? b. To what extent is there an impact on students' beliefs about reading and writing?

Researcher(s)

• Promoter: Casteleyn Jordi
• Co-promoter: T'Sas Jan

Research team(s)

• Didactica

Project website

Project type(s)

• Research Project

Abstract

How can schools develop effective language programs for pupils who have insufficient command of the language of instruction and/or who experience problems with reading skills? The project 'De schijnwerper op taal. Taalondersteuning voor leerlingen die daar extra nood aan hebben' commissioned by the Department of Onderwijs en Vorming g offers an answer to this (Trioen et al., 2021). It maps out effective building blocks of effective language pathways that provide sustainable, intentional and intensive language learning opportunities in the language of instruction to students in need of language support. The project translated these insights into the educational field via a practice guide in the form of six building blocks (Geudens et al., 2021). Since the project 'Taaltrajecten' was only published in September 2021, not all school teams are yet familiar with the six building blocks and how to design an effective language program accordingly. Moreover, the building blocks do indicate a clear direction, but the unique context of each school and the initial situation of each target group mean that the development of a language program will differ from school to school. All primary school teams in Flanders recognize the need for professional development in designing effective language programs. In addition, all teachers and school leaders should be given the opportunity to professionalise in the use of effective didactics in their teaching in order to prevent or reduce language-related delays and achieve greater learning effectiveness among students. We therefore aspire to develop a learning platform that enables all interested schools to go through a professionalization trajectory about language trajectories. To this end, we first coach 18 schools during a model trajectory that consists of two modules. Subsequently, these 18 schools each supervise 3 schools ('uitdijscholen') via collegiate visitation. Their experiences serve as the basis for the content of the learning platform. In the final phase of the project, a selection of schools ('nabloeischolen') can get started with this learning platform. After the project, this platform will be opened to all interested schools. The 'starterscholen' go through the following seven-step plan, in which the last 4 steps are always repeated cyclically: 1) compose a core team for language policy, 2) make an initial situation analysis (BSA), 3) develop a vision on language policy together, 4) the screens results and observations analyze and explain with the whole team, 5) deploy well-thought-out actions and measures for language development (=language trajectories), 6) evaluate the actions and measures of the past year, 7) start a new cycle. These last four steps illustrate the Plan-Do-Check-Act cycle. When these 'starterscholen' have completed the model program of two modules, they each take care of 3 'uitdijscholen' for a teacher peer observation. There are therefore 54 'uitdijscholen' in total. In addition, in project year 2, we will launch a learning platform within Teams & SharePoint for at least 100 'nabloeischolen'. This is an online platform with mapped out learning paths including knowledge clips, practical examples, learning activities, self-assessment moments, etc., where teachers communicate with each other in a creative and direct way and share experiences. We feed this platform with the material from the Teams environment of the 'starterscholen'.

Researcher(s)

• Promoter: Casteleyn Jordi

Research team(s)

• Didactica

Project type(s)

• Research Project

Abstract

This project strenghtnens teacher education by developing, implementing and evaluation an online platform that supports the learning, evaluatiing, and knowledg-sharing of in-service teacher-students, and their teacher-educators from the school they work in, and the college or university they study at. The oevrall aim of the project is to support and foster self-regulated learning of in-service teacher-students, as well as to optimize the guidance the in-service teacher-students receive from the school they work is and the university or college they study at.

Researcher(s)

• Promoter: Cuyvers Katrien
• Co-promoter: Casteleyn Jordi
• Co-promoter: De Schrijver Jelle
• Co-promoter: Smits Tom

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project aims at a scientific analysis (vertical and horizontal) of the Reading at School projects. In a first step, we conduct a systematic meta-review of effective reading education, covering all phases of the process of learning to read as well as other important actors outside education (insofar as they have a direct link with education). At the same time, we describe in detail the projects related to reading at school. The extent to which these projects contain these insights is determined on the basis of the conclusions from the meta-review. Finally, we engage teachers who develop a practice-relevant inspiration guide through a professionalization process.

Researcher(s)

• Promoter: Casteleyn Jordi
• Co-promoter: Simons Mathea
• Co-promoter: Smits Tom

Research team(s)

• Didactica

Project type(s)

• Research Project

Abstract

If we want students to read more books, we need an inspiring range of books and an inspiring learning and reading environment. To achieve this, the school must cooperate with the library. In all areas we seek advice from the library's expert reading (media) consultant to help coordinate the efforts of the various partners. In order to realize the first 3 strategic objectives, we therefore also focus on these 4 operational sub-objectives, which underpin and enable the strategic objectives: 1. We provide an up-to-date, varied and challenging collection with an inspiring range of books in the form of trendy book boxes for the 6th grade and the 1st stage, with special attention to the B-stream and (ex-) OKAN. 2. We design an inspiring learning and reading environment as part of the wider language vision of each school involved. 3. We work with the library's expert reading (media) consultant to advise and support the language policy coordinator and school team in the choice of book. 4. We guarantee strategic network cooperation through the reading policy of the school and library.

Researcher(s)

• Promoter: Casteleyn Jordi

Research team(s)

• Didactica

Project type(s)

• Research Project

Abstract

How can schools develop effective pathways for learners who have an insufficient command of the language of instruction? Schools need concrete tools and feasible practical examples that match the needs and context of primary and secondary education in Flanders. In this project, we develop a nuanced, systematic meta-review of the scientific literature, resulting in a scientific report on the one hand and a practice-oriented, paper and digitally accessible guide for the educational field on the other hand. For this practice guide, we work with a selection menu that meets the various contexts. Schools are urged to first fill in the process factors that are important for the effectiveness of the language pathways before determining structural choices. We also present a varied range of inspiring practical examples for nursery, primary and secondary education, each with sufficient detail to build on. We also visit and analyze a number of practical examples that meet the criteria resulting from the meta-review. To guarantee that the presented practical examples fit in well with the Flemish educational context, the preconditions are screened by means of a Delphi study together with actors from the professional field.

Researcher(s)

• Promoter: Casteleyn Jordi
• Co-promoter: Simons Mathea
• Co-promoter: Smits Tom

Research team(s)

• Didactica

Project type(s)

• Research Project

Abstract

Adults who want to learn to speak Dutch (NT2 learners) do not easily find a role model, because significant differences in speaking skills can be detected among native speakers. Although native speakers experience a large amount of freedom in their speaking, "correct" intonation of Dutch sentences is considered to be a success factor for highly educated adult learners with a medium level of Dutch. In this project however we focus on low-literate NT2 learners with a low level of Dutch and a mother language (L1) from a non-Germanic language family. The following research questions are answered: 1) Do word knowledge and intonation of Dutch determine the variation in the quality of speaking, and 2) Is the quality of speaking determined by L1? Participants complete speaking assignments and a test on word knowledge. The results of this project could give substance to an important societal debate and might emphasize the important role of Antwerp University in this domain.

Researcher(s)

• Promoter: Casteleyn Jordi

Research team(s)

• Didactica

Project type(s)

• Research Project

Abstract

This research project will record good practices of teacher deployment - both in and outside class in upper primary education - that aim at capitalizing on staff competencies, reinforcing differentiated instruction and safeguarding successful transition to secondary education. We will provide in-depth descriptions of selected practices, while at the same time shedding light on accompanying conditions and experiences from the viewpoint of school management, teachers as well as students. Data will be collected through case studies and Delphi methodology.

Researcher(s)

• Promoter: Struyf Elke
• Co-promoter: Casteleyn Jordi
• Co-promoter: Simons Mathea
• Co-promoter: Smits Tom
• Co-promoter: Vandervieren Ellen

Research team(s)

• EduBROn

Project type(s)

• Research Project