Kris Van Den Branden
Biographic Data
| ID | 1691995 |
|---|---|
| NAME | Kris Van Den Branden |
| GIVEN NAMES | Kris Van Den |
| FAMILY NAME | Branden |
| SIGNATURE | VAN DEN BRANDEN K |
| AFFILIATIONS | KU Leuven |
| ORCID | 0000-0001-8348-7034 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 42 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Time pressure in careful on-line planning: Comparing its effects on L2 speaking task performance and strategy use
Studies of careful on-line planning in TBLT typically operationalize it by removing time pressure, assuming that extra time encourages careful planning and better performance. This study challenges that assumption by adopting the unforeseen situation approach: providing listener feedback between two consecutive performances. Sixty Chinese EFL learners were randomly assigned to pressured and unpressured groups and completed a narrative task. CAF m…
Developing and Validating a Video-Based Measurement Instrument for Assessing Teachers’ Professional Vision of Language-Stimulation Interactions in the ECE Classroom
This study reports on the development and validation of a video-based instrument to assess early childhood education (ECE) teachers’ professional vision (PV) of language-stimulation (LS) interactions. PV refers to noticing and reasoning about key classroom interactions, a skill that can be trained and distinguishes experts from novices. The instrument targets the PV of three language-stimulation (LS) strategies: language input (LI), opportunities…
The pathway to advanced mathematical understanding: The contribution of general and mathematical language and the home environment
The effects of overhearing on vocabulary learning in ethnic majority and minority preschool children
Research shows that infants and preschoolers can learn novel words equally well through addressed speech as through overhearing two adults. However, most of this research draws from samples of ethnic majority children. The current study compares word learning in preschoolers (M age = 5;6) with an ethnic minority and an ethnic majority background (N = 132). An experimenter of the majority group (representative for most teachers in Flemish educatio…
The acquisition of L2 Hungariangrammar rules and the implicit-explicit debate
This study contributes to the explicit implicit debate by investigating to which extent adult learners of Hungarian develop knowledge of new grammar rules, and the proficiency to use them, through listening activities complemented with explicit grammar instruction or not. In a quasi-experimental study, we compared the acquisition of three specific rules of Hungarian grammar by 80 Flemish adult students in two conditions. Both methods involved lis…
Assessing the Development of L2 Speaking Skills in Inside-School and Outside-School Settings Through Growth Modelling
This study investigates the differential effects of a task-based inside-school intervention and an outside-school project intervention on the development of speaking skills of 56 beginner second language (L2)-learners. The study extends previous research by looking at development across multiple occasions instead of two (i.e., a pretest and posttest), and by assessing speaking development by means of a non-intrusive task eliciting an informal con…
Examining the implementation of language education policies in mainstream primary schools
Each primary school a school-based language policy? The impact of the school context on policy implementation
Governmental education policies provide vague, general confines in which local actors have to design concrete policies tailored to their needs. Such policies rely on the local capacities of schools for implementing them. Recently, qualitative studies reveal that a great deal of variation in policy enactment should be attributed to school contextual variables. This study adds to these findings by examining to what extent school contextual variable…
Multilingual islands in a monolingual sea: Language choice patterns during group work
This study explores language choice patterns during group work of bilingual pupils (Turkish–Dutch) in two mainstream primary schools in Flanders (Belgium). In each school, a group of four children performed eight different tasks, related to different subjects of the curriculum. During task performance, they were exceptionally invited to use their mother tongue (Turkish), which ran against the rules of the monolingual school. Language choice data …
University entrance language tests: A matter of justice
University entrance language tests are often administered under the assumption that even if language proficiency does not determine academic success, a certain proficiency level is still required. Nevertheless, little research has focused on how well L2 students cope with the linguistic demands of their studies in the first months after passing an entrance test. Even fewer studies have taken a longitudinal perspective. Set in Flanders, Belgium, t…
How school teams perceive and handle multilingualism: The impact of a school's pupil composition
Editors’ preface
Task‐Based Language Teaching
Task‐based language teaching (TBLT) is an approach to pedagogy in which communication tasks are fundamental to language learning. In TBLT, the notion of task indicates language‐learning activities in which students are required to use language with a primary focus on meaning, in order to achieve some communicative outcome. They range in scope from brief spoken exchanges to extended written performances to integrated, multimodal language use in fa…
Teachers, pupils and tasks: The genesis of dynamic learning opportunities
The Impact Of Input On Early Second Language Vocabulary Acquisition
This study investigated the effect of two meaning-oriented communicative tasks on L2 learners’ consolidation of new vocabulary met in a reading text on a familiar topic, building on the premises underlying the Dreyfus and Tsamir (2004) ‘Recognising, Building-with, and Constructing’ (RBC) model. Students in four lower intermediate EFL classes participated in the pre-test (of vocabulary size) post-test experimental study. Some of them only read the…
Mediating between predetermined order and chaos: The role of the teacher in task‐based language education
Tasks are not blueprints for action. A number of empirical studies carried out in authentic classrooms have shown that teachers and students reinterpret the tasks they are offered by syllabus developers in ways that suit their own purposes, learning needs, and interaction styles. This observation has raised fundamental questions about the degree to which teachers who are working with tasks can make any prediction concerning the learning that will…
A computerized task-based test of second language Dutch for vocational training purposes
This article describes the development of a task-based test, Taaltoets Instroom Beroepsopleiding (TIBO), designed to measure whether nonnative adult speakers of Dutch possess the level of Dutch language proficiency that is minimally required to enter vocational training in the industrial sector. The test aims to measure functional language proficiency in a direct way, i.e., by presenting examinees with language tasks that they are likely to encou…
How to evaluate CLIM in terms of intercultural education
`Co-operative Learning In Multicultural groups' (CLIM), a Flemish variant of Complex Instruction, was introduced in Flanders in 1995. The Centre for Intercultural Education used it as a means of giving shape to intercultural education.' In CLIM pupils work together in heterogeneous groups dealing with diversity in interaction. CUM units combine intercultural education with academic content learning. As such, central CLIM principles include concep…
Does Negotiation of Meaning Promote Reading Comprehension? A Study of Multilingual Primary School Classes
S A study of multilingual primary school classes During the past decade, a body of empirical evidence has become available showing that negotiation of meaning promotes the comprehension of oral input. However, to what extent negotiation of meaning can be useful in reading instruction in order to make written input comprehensible remains an open question. A quasi‐experimental study was carried out in 8 multilingual primary schools in Flanders. The…
Effects of Negotiation on Language Learners' Output
This quasi-experimental study investigated the effects of various types of negotiation on learners' output. Three groups of 16 child learners of Dutch (NSs and NNSs) participated in the study, which asked them to orally describe a series of pictures to a partner in a communicative context. The results showed that the extent to which, and the ways in which, the participants interactionally modified their output during negotiations were determined …
How school teams perceive and handle multilingualism: The impact of a school's pupil composition
Effects of Negotiation on Language Learners' Output
This quasi-experimental study investigated the effects of various types of negotiation on learners' output. Three groups of 16 child learners of Dutch (NSs and NNSs) participated in the study, which asked them to orally describe a series of pictures to a partner in a communicative context. The results showed that the extent to which, and the ways in which, the participants interactionally modified their output during negotiations were determined …
Teachers, pupils and tasks: The genesis of dynamic learning opportunities
Mediating between predetermined order and chaos: The role of the teacher in task‐based language education
Tasks are not blueprints for action. A number of empirical studies carried out in authentic classrooms have shown that teachers and students reinterpret the tasks they are offered by syllabus developers in ways that suit their own purposes, learning needs, and interaction styles. This observation has raised fundamental questions about the degree to which teachers who are working with tasks can make any prediction concerning the learning that will…
Does Negotiation of Meaning Promote Reading Comprehension? A Study of Multilingual Primary School Classes
S A study of multilingual primary school classes During the past decade, a body of empirical evidence has become available showing that negotiation of meaning promotes the comprehension of oral input. However, to what extent negotiation of meaning can be useful in reading instruction in order to make written input comprehensible remains an open question. A quasi‐experimental study was carried out in 8 multilingual primary schools in Flanders. The…
The pathway to advanced mathematical understanding: The contribution of general and mathematical language and the home environment
Effects of Negotiation on Language Learners' Output
This quasi-experimental study investigated the effects of various types of negotiation on learners' output. Three groups of 16 child learners of Dutch (NSs and NNSs) participated in the study, which asked them to orally describe a series of pictures to a partner in a communicative context. The results showed that the extent to which, and the ways in which, the participants interactionally modified their output during negotiations were determined …
How to evaluate CLIM in terms of intercultural education
`Co-operative Learning In Multicultural groups' (CLIM), a Flemish variant of Complex Instruction, was introduced in Flanders in 1995. The Centre for Intercultural Education used it as a means of giving shape to intercultural education.' In CLIM pupils work together in heterogeneous groups dealing with diversity in interaction. CUM units combine intercultural education with academic content learning. As such, central CLIM principles include concep…
Does Negotiation of Meaning Promote Reading Comprehension? A Study of Multilingual Primary School Classes
S A study of multilingual primary school classes During the past decade, a body of empirical evidence has become available showing that negotiation of meaning promotes the comprehension of oral input. However, to what extent negotiation of meaning can be useful in reading instruction in order to make written input comprehensible remains an open question. A quasi‐experimental study was carried out in 8 multilingual primary schools in Flanders. The…
A computerized task-based test of second language Dutch for vocational training purposes
This article describes the development of a task-based test, Taaltoets Instroom Beroepsopleiding (TIBO), designed to measure whether nonnative adult speakers of Dutch possess the level of Dutch language proficiency that is minimally required to enter vocational training in the industrial sector. The test aims to measure functional language proficiency in a direct way, i.e., by presenting examinees with language tasks that they are likely to encou…
Mediating between predetermined order and chaos: The role of the teacher in task‐based language education
Tasks are not blueprints for action. A number of empirical studies carried out in authentic classrooms have shown that teachers and students reinterpret the tasks they are offered by syllabus developers in ways that suit their own purposes, learning needs, and interaction styles. This observation has raised fundamental questions about the degree to which teachers who are working with tasks can make any prediction concerning the learning that will…
The Impact Of Input On Early Second Language Vocabulary Acquisition
This study investigated the effect of two meaning-oriented communicative tasks on L2 learners’ consolidation of new vocabulary met in a reading text on a familiar topic, building on the premises underlying the Dreyfus and Tsamir (2004) ‘Recognising, Building-with, and Constructing’ (RBC) model. Students in four lower intermediate EFL classes participated in the pre-test (of vocabulary size) post-test experimental study. Some of them only read the…
Task‐Based Language Teaching
Task‐based language teaching (TBLT) is an approach to pedagogy in which communication tasks are fundamental to language learning. In TBLT, the notion of task indicates language‐learning activities in which students are required to use language with a primary focus on meaning, in order to achieve some communicative outcome. They range in scope from brief spoken exchanges to extended written performances to integrated, multimodal language use in fa…
Teachers, pupils and tasks: The genesis of dynamic learning opportunities
Editors’ preface
How school teams perceive and handle multilingualism: The impact of a school's pupil composition
Multilingual islands in a monolingual sea: Language choice patterns during group work
This study explores language choice patterns during group work of bilingual pupils (Turkish–Dutch) in two mainstream primary schools in Flanders (Belgium). In each school, a group of four children performed eight different tasks, related to different subjects of the curriculum. During task performance, they were exceptionally invited to use their mother tongue (Turkish), which ran against the rules of the monolingual school. Language choice data …
University entrance language tests: A matter of justice
University entrance language tests are often administered under the assumption that even if language proficiency does not determine academic success, a certain proficiency level is still required. Nevertheless, little research has focused on how well L2 students cope with the linguistic demands of their studies in the first months after passing an entrance test. Even fewer studies have taken a longitudinal perspective. Set in Flanders, Belgium, t…
Each primary school a school-based language policy? The impact of the school context on policy implementation
Governmental education policies provide vague, general confines in which local actors have to design concrete policies tailored to their needs. Such policies rely on the local capacities of schools for implementing them. Recently, qualitative studies reveal that a great deal of variation in policy enactment should be attributed to school contextual variables. This study adds to these findings by examining to what extent school contextual variable…
Assessing the Development of L2 Speaking Skills in Inside-School and Outside-School Settings Through Growth Modelling
This study investigates the differential effects of a task-based inside-school intervention and an outside-school project intervention on the development of speaking skills of 56 beginner second language (L2)-learners. The study extends previous research by looking at development across multiple occasions instead of two (i.e., a pretest and posttest), and by assessing speaking development by means of a non-intrusive task eliciting an informal con…
Examining the implementation of language education policies in mainstream primary schools
The acquisition of L2 Hungariangrammar rules and the implicit-explicit debate
This study contributes to the explicit implicit debate by investigating to which extent adult learners of Hungarian develop knowledge of new grammar rules, and the proficiency to use them, through listening activities complemented with explicit grammar instruction or not. In a quasi-experimental study, we compared the acquisition of three specific rules of Hungarian grammar by 80 Flemish adult students in two conditions. Both methods involved lis…
The effects of overhearing on vocabulary learning in ethnic majority and minority preschool children
Research shows that infants and preschoolers can learn novel words equally well through addressed speech as through overhearing two adults. However, most of this research draws from samples of ethnic majority children. The current study compares word learning in preschoolers (M age = 5;6) with an ethnic minority and an ethnic majority background (N = 132). An experimenter of the majority group (representative for most teachers in Flemish educatio…
Developing and Validating a Video-Based Measurement Instrument for Assessing Teachers’ Professional Vision of Language-Stimulation Interactions in the ECE Classroom
This study reports on the development and validation of a video-based instrument to assess early childhood education (ECE) teachers’ professional vision (PV) of language-stimulation (LS) interactions. PV refers to noticing and reasoning about key classroom interactions, a skill that can be trained and distinguishes experts from novices. The instrument targets the PV of three language-stimulation (LS) strategies: language input (LI), opportunities…
The pathway to advanced mathematical understanding: The contribution of general and mathematical language and the home environment
Time pressure in careful on-line planning: Comparing its effects on L2 speaking task performance and strategy use
Studies of careful on-line planning in TBLT typically operationalize it by removing time pressure, assuming that extra time encourages careful planning and better performance. This study challenges that assumption by adopting the unforeseen situation approach: providing listener feedback between two consecutive performances. Sixty Chinese EFL learners were randomly assigned to pressured and unpressured groups and completed a narrative task. CAF m…
Psychology (17 works) · EFL/ESL Teaching and Learning (15 works) · Mathematics education (12 works) · Linguistics (11 works) · Computer Science (10 works) · Pedagogy (10 works) · Second Language Learning and Teaching (10 works) · Multilingual Education and Policy (7 works) · Flemish (5 works) · Sociology (5 works)