Dieuwerke Rutgers
Biographic Data
| ID | 6175285 |
|---|---|
| NAME | Dieuwerke Rutgers |
| GIVEN NAMES | Dieuwerke |
| FAMILY NAME | Rutgers |
| SIGNATURE | RUTGERS D |
| AFFILIATIONS | Sheffield Hallam University |
| ORCID | 0000-0003-0506-847X |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 29 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Participative Multilingual Identity Construction in Higher Education
This theoretical paper builds on the authors’ existing scholarship exploring the value of incorporating multilingual identity-focused pedagogical practice into language learning at the secondary school level, by establishing the rationale for extending such practices to the tertiary level, both in language learning specifically and in tertiary education more generally. We previously reconceptualised multilingualism as an all-encompassing concept …
I feel like I have a superpower’
an identity-based pedagogical intervention
Learner perceptions of a national CLIL innovation in foreign languages in the Republic of Ireland (5474)
This paper describes a Content and Language Integrated Learning (CLIL) curriculum innovation to improve motivation in language learning undertaken in the Republic of Ireland through a national pilot in transition year (TY) in 2021–2023 for learners aged 15–16. Here we extract data from part of an empirical evaluation study focussing on the research question, what are learner perceptions of learning through CLIL approaches in a national pilot modu…
Teacher language awareness for CLIL in multilingual settings
Schools are increasingly using content and language integrated learning (CLIL) approaches to education, whereby the teaching of subject content and an additional language occurs in an integrated manner. While language and learning are inextricably linked and the rewards of CLIL many, integrated teaching requires a specialised professional awareness of how an additional language operates and is acquired within content classrooms. However, research…
Language experiences, evaluations and emotions (3Es)
Researchers have traditionally relied on institutionally-defined, native speaker conceptions of linguistic competence to define whether or not individual learners are multilingual. However, to better understand the relationship between language and identity in the context of additional language learning, there is a need to widen the definition of multilingualism by including a larger repertoire of semiotic competences and a wider range of levels …
Multilingualism, Multilingual Identity and Academic Attainment
Multilingualism is highly prevalent in schools around the world. Yet, the relationship between multilingualism and academic attainment is not well understood. Where research on this topic exists, it has predominantly focused on how home language background impacts on academic success, lacking in a broader view of multilingualism which extends beyond home languages and also considers the identity component of being multilingual. This paper explore…
Bilingual education and L3 learning
Metalinguistic skills are highlighted in the literature as providing bilinguals with an advantage in additional language (L3) learning. The extent to which this may apply to bilingual education and content-and-language-integrated-learning settings, however, is as yet little understood. This article reports on a study exploring and comparing the metalinguistic skills of Dutch secondary school pupils enrolled in a Dutch–English bilingual and a regu…
Language experiences, evaluations and emotions (3Es)
Researchers have traditionally relied on institutionally-defined, native speaker conceptions of linguistic competence to define whether or not individual learners are multilingual. However, to better understand the relationship between language and identity in the context of additional language learning, there is a need to widen the definition of multilingualism by including a larger repertoire of semiotic competences and a wider range of levels …
Multilingualism, Multilingual Identity and Academic Attainment
Multilingualism is highly prevalent in schools around the world. Yet, the relationship between multilingualism and academic attainment is not well understood. Where research on this topic exists, it has predominantly focused on how home language background impacts on academic success, lacking in a broader view of multilingualism which extends beyond home languages and also considers the identity component of being multilingual. This paper explore…
I feel like I have a superpower’
an identity-based pedagogical intervention
Bilingual education and L3 learning
Metalinguistic skills are highlighted in the literature as providing bilinguals with an advantage in additional language (L3) learning. The extent to which this may apply to bilingual education and content-and-language-integrated-learning settings, however, is as yet little understood. This article reports on a study exploring and comparing the metalinguistic skills of Dutch secondary school pupils enrolled in a Dutch–English bilingual and a regu…
Multilingualism, Multilingual Identity and Academic Attainment
Multilingualism is highly prevalent in schools around the world. Yet, the relationship between multilingualism and academic attainment is not well understood. Where research on this topic exists, it has predominantly focused on how home language background impacts on academic success, lacking in a broader view of multilingualism which extends beyond home languages and also considers the identity component of being multilingual. This paper explore…
Language experiences, evaluations and emotions (3Es)
Researchers have traditionally relied on institutionally-defined, native speaker conceptions of linguistic competence to define whether or not individual learners are multilingual. However, to better understand the relationship between language and identity in the context of additional language learning, there is a need to widen the definition of multilingualism by including a larger repertoire of semiotic competences and a wider range of levels …
Learner perceptions of a national CLIL innovation in foreign languages in the Republic of Ireland (5474)
This paper describes a Content and Language Integrated Learning (CLIL) curriculum innovation to improve motivation in language learning undertaken in the Republic of Ireland through a national pilot in transition year (TY) in 2021–2023 for learners aged 15–16. Here we extract data from part of an empirical evaluation study focussing on the research question, what are learner perceptions of learning through CLIL approaches in a national pilot modu…
Teacher language awareness for CLIL in multilingual settings
Schools are increasingly using content and language integrated learning (CLIL) approaches to education, whereby the teaching of subject content and an additional language occurs in an integrated manner. While language and learning are inextricably linked and the rewards of CLIL many, integrated teaching requires a specialised professional awareness of how an additional language operates and is acquired within content classrooms. However, research…
Participative Multilingual Identity Construction in Higher Education
This theoretical paper builds on the authors’ existing scholarship exploring the value of incorporating multilingual identity-focused pedagogical practice into language learning at the secondary school level, by establishing the rationale for extending such practices to the tertiary level, both in language learning specifically and in tertiary education more generally. We previously reconceptualised multilingualism as an all-encompassing concept …
I feel like I have a superpower’
an identity-based pedagogical intervention
EFL/ESL Teaching and Learning (7 works) · Pedagogy (7 works) · Psychology (6 works) · Second Language Learning and Teaching (6 works) · Linguistics (5 works) · Sociology (5 works) · Multilingual Education and Policy (4 works) · Multilingualism (4 works) · Identity (music (3 works) · Mathematics education (3 works)