Rick de Graaff
Biographic Data
| ID | 6479343 |
|---|---|
| NAME | Rick de Graaff |
| GIVEN NAMES | Rick |
| FAMILY NAME | de Graaff |
| SIGNATURE | DE GRAAFF R |
| AFFILIATIONS | Utrecht University |
| ORCID | 0000-0001-6154-7286 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The role of the chairperson in multilingual interactions in Dutch university meetings
Aims and Objectives: Increased contact between Dutch-speaking and international, English-speaking students and employees at universities in the Netherlands prompts an investigation into how multilingual communication could be used effectively. Using a council at a Dutch university as a case study, this paper examines the role of the chairperson in maintaining a bilingual language policy in meetings that strive to use receptive multilingualism: in…
Exploring design principles for metaconceptual grammar teaching in primary education
In many educational settings, grammar is still taught ineffectively through traditional rules of thumb and isolated sentence analysis. Alternative methods, like the metaconceptual approach, seem effective for building grammatical understanding and linguistic reasoning in pre-university students. No research has been conducted on the effectiveness of a metaconceptual approach in primary education. This study fills this gap by exploring the usabili…
The professional significance of subjectification
The pedagogical purpose domain of subjectification concerns encouraging students to be a self, while they encounter a pluriform world of others. However, it leaves remarkably ambiguous how teachers are concretely involved in subjectification during their everyday practice. Addressing this lacuna, we introduce teacher subjectification as an analytical perspective on how a teacher-as-a-self interactively constitutes student subjectification. Throug…
The effect of bilingualism on foreign language learning
This study examined whether bilingual children outperform monolingual peers in English as a foreign language (EFL) from kindergarten through primary school, and how their learning trajectories compare over time. A total of 691 monolingual children and 193 bilingual children in the Netherlands participated. English vocabulary and grammar skills were assessed at four timepoints: kindergarten, Grade 1, Grade 3, and Grade 6. Control variables include…
Explicit Knowledge and Language Learning
Learning a language, whether it is your first or fourth, is a complex process. Yet, almost everyone manages to learn at least one or more. It is estimated that two‐thirds of the world's population are bilingual. There are several factors that can influence the internal language learning mechanisms. For instance, the setting in which you learn a new language (natural versus instructed), the age at which you start, the sequence and number of langua…
Effects of bilingualism on foreign language learning during kindergarten years
This study examines the underlying mechanisms driving the bilingual advantage in learning English as a foreign language (EFL) among kindergarten-aged children. Participants included 85 Dutch-speaking monolinguals and 34 bilingual children. We assessed children’s English vocabulary and grammar as the outcome variables. Furthermore, phonological awareness, executive functions and motivation to learn English were measured as potential mediators of t…
Setting the stage
Researchers worldwide have identified affective benefits of improvisational drama techniques (IDTs) on foreign language (FL) learners. Yet the characteristics of professional development programmes (PDPs) that could lead to long-term integration of drama among FL teachers appear largely undiscovered. Through expert interviews, a needs analysis questionnaire and a literature review, this study aimed to determine which design principles a PDP must …
A showdown between bilingual and mainstream education
Bilingual education has become popular in many countries in the last two decades. It is generally acknowledged that learning a second language (L2) through subject content has a positive impact on students’ L2 learning, but there is less agreement on whether this also applies to learning subject content knowledge in and through L2. This cross-sectional study compared Dutch pre-university mainstream and bilingual education students in grades 7 and…
Inclusive CLIL
Bilingual education using a Content and Language Integrated Learning (CLIL) approach seems in many contexts to select or attract the more able and more academically-inclined pupils, or only be available to pupils in higher academic secondary streams. Positive effects of CLIL for target language proficiency development may therefore be due in part to this cognitive or academic selection effect. Can the target language skills of pupils with lower s…
Practical solution or missed opportunity? The impact of language of instruction on Dutch history teachers’ application of pedagogical content knowledge (PCK)
Teaching history requires clear, detailed and subject specific language. History teachers teaching in a second language are confronted with students' second language limitations, which likely have an aggravating impact on their application of pedagogical content knowledge (PCK). We analysed and compared 12 Dutch spoken and 12 English spoken paired history lessons in junior grades 7 and 9. Contrary to our expectation, we found a strong similarity …
The effects of in-class debates on argumentation skills in second language education
The skill of argumentation in the second language (L2) is problematic for secondary school students who are deficient in expressing structurally and qualitatively appropriate arguments. Debate has been widely acclaimed as an effective pedagogical tool that can improve L2 argumentation skills of students. However, the existing evidence is anecdotal. This intervention study, which employed a pretest-posttest control group design involving eight cla…
Debate as L2 Pedagogy
Research has painted a pessimistic picture of students’ second language (L2) writing skills in secondary education. One innovative tool that may help students foster their L2 proficiency, including writing ability, is in‐class debate. Debate is commonly associated with oral communication and argumentation skills. However, debate may also offer advantages as an effective vehicle for L2 writing instruction. This study evaluates the effect of a deba…
Motivation for or from bilingual education? A comparative study of learner views in the Netherlands
Content and Language Integrated Learning (CLIL) has been said to increase not only foreign language proficiency but also learner motivation (Coyle, D., P. Hood, and D. Marsh. 2010. CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press). In contexts where CLIL is elective, however, the question can be raised as to whether its motivational effects can be distinguished from the pre-existing motivation that may have in…
The challenge of balancing content and language
Content and Language Integrated Learning and Immersion Classrooms
CLIL in junior vocational secondary education
In many countries, Content and Language Integrated Learning (CLIL) in secondary education, whether by default or design, focuses primarily on high-achieving students. This paper presents a study of CLIL programs for a different population: junior vocational students in the lower streams of secondary education in the Netherlands. On the basis of a context description of the highly streamed Dutch secondary education system and a literature review r…
Content and Language Integrated Learning ( CLIL ) and Immersion Classrooms
Implementing Cefr in secondary education
In order to study the impact of the C ommon E uropean F ramework of R eference for Languages ( CEFR ) on foreign language teachers' teaching and assessment practice, a survey, interviews and case studies were carried out in D utch secondary education. Teachers' perceptions, their needs and plans, and the implementation of CEFR were studied. Results show that the use of CEFR is most widespread in the use of CEFR ‐related textbooks. The group of te…
Content and Language Integrated Learning ( CLIL ) and Immersion classrooms
An Observation Tool for Effective L2 Pedagogy in Content and Language Integrated Learning (CLIL)
In Europe, Content and Language Integrated Learning (CLIL) is becoming a popular and widespread practice of immersion education. In the Netherlands, for example, over 90 secondary schools offer a CLIL strand. Most CLIL teachers, however, are nonnative speakers of the target language, and do not have a professional background in language pedagogy. How, then, can these teachers effectively contribute to the target language development and proficien…
Focused Tasks, Mental Actions and Second Language Learning. Cognitive and Connectionist Accounts of Task Effectiveness
This paper presents a theoretical framework to estimate the effectiveness of second language tasks in which the focus is on the acquisition of new linguistic items, such as vocabulary or grammar, the so-called focused tasks (R. Ellis, 2003). What accounts for the learning impact offocused tasks? We shall argue that the task-based approach (e.g. Skehan, 1998, Robinson, 2001) does not provide an in-depth account of how cognitive processes, elicited…
The challenge of balancing content and language
Practical solution or missed opportunity? The impact of language of instruction on Dutch history teachers’ application of pedagogical content knowledge (PCK)
Teaching history requires clear, detailed and subject specific language. History teachers teaching in a second language are confronted with students' second language limitations, which likely have an aggravating impact on their application of pedagogical content knowledge (PCK). We analysed and compared 12 Dutch spoken and 12 English spoken paired history lessons in junior grades 7 and 9. Contrary to our expectation, we found a strong similarity …
Implementing Cefr in secondary education
In order to study the impact of the C ommon E uropean F ramework of R eference for Languages ( CEFR ) on foreign language teachers' teaching and assessment practice, a survey, interviews and case studies were carried out in D utch secondary education. Teachers' perceptions, their needs and plans, and the implementation of CEFR were studied. Results show that the use of CEFR is most widespread in the use of CEFR ‐related textbooks. The group of te…
Focused Tasks, Mental Actions and Second Language Learning. Cognitive and Connectionist Accounts of Task Effectiveness
This paper presents a theoretical framework to estimate the effectiveness of second language tasks in which the focus is on the acquisition of new linguistic items, such as vocabulary or grammar, the so-called focused tasks (R. Ellis, 2003). What accounts for the learning impact offocused tasks? We shall argue that the task-based approach (e.g. Skehan, 1998, Robinson, 2001) does not provide an in-depth account of how cognitive processes, elicited…
An Observation Tool for Effective L2 Pedagogy in Content and Language Integrated Learning (CLIL)
In Europe, Content and Language Integrated Learning (CLIL) is becoming a popular and widespread practice of immersion education. In the Netherlands, for example, over 90 secondary schools offer a CLIL strand. Most CLIL teachers, however, are nonnative speakers of the target language, and do not have a professional background in language pedagogy. How, then, can these teachers effectively contribute to the target language development and proficien…
Content and Language Integrated Learning ( CLIL ) and Immersion classrooms
CLIL in junior vocational secondary education
In many countries, Content and Language Integrated Learning (CLIL) in secondary education, whether by default or design, focuses primarily on high-achieving students. This paper presents a study of CLIL programs for a different population: junior vocational students in the lower streams of secondary education in the Netherlands. On the basis of a context description of the highly streamed Dutch secondary education system and a literature review r…
Content and Language Integrated Learning ( CLIL ) and Immersion Classrooms
Implementing Cefr in secondary education
In order to study the impact of the C ommon E uropean F ramework of R eference for Languages ( CEFR ) on foreign language teachers' teaching and assessment practice, a survey, interviews and case studies were carried out in D utch secondary education. Teachers' perceptions, their needs and plans, and the implementation of CEFR were studied. Results show that the use of CEFR is most widespread in the use of CEFR ‐related textbooks. The group of te…
Content and Language Integrated Learning and Immersion Classrooms
The challenge of balancing content and language
Debate as L2 Pedagogy
Research has painted a pessimistic picture of students’ second language (L2) writing skills in secondary education. One innovative tool that may help students foster their L2 proficiency, including writing ability, is in‐class debate. Debate is commonly associated with oral communication and argumentation skills. However, debate may also offer advantages as an effective vehicle for L2 writing instruction. This study evaluates the effect of a deba…
Motivation for or from bilingual education? A comparative study of learner views in the Netherlands
Content and Language Integrated Learning (CLIL) has been said to increase not only foreign language proficiency but also learner motivation (Coyle, D., P. Hood, and D. Marsh. 2010. CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press). In contexts where CLIL is elective, however, the question can be raised as to whether its motivational effects can be distinguished from the pre-existing motivation that may have in…
The effects of in-class debates on argumentation skills in second language education
The skill of argumentation in the second language (L2) is problematic for secondary school students who are deficient in expressing structurally and qualitatively appropriate arguments. Debate has been widely acclaimed as an effective pedagogical tool that can improve L2 argumentation skills of students. However, the existing evidence is anecdotal. This intervention study, which employed a pretest-posttest control group design involving eight cla…
A showdown between bilingual and mainstream education
Bilingual education has become popular in many countries in the last two decades. It is generally acknowledged that learning a second language (L2) through subject content has a positive impact on students’ L2 learning, but there is less agreement on whether this also applies to learning subject content knowledge in and through L2. This cross-sectional study compared Dutch pre-university mainstream and bilingual education students in grades 7 and…
Inclusive CLIL
Bilingual education using a Content and Language Integrated Learning (CLIL) approach seems in many contexts to select or attract the more able and more academically-inclined pupils, or only be available to pupils in higher academic secondary streams. Positive effects of CLIL for target language proficiency development may therefore be due in part to this cognitive or academic selection effect. Can the target language skills of pupils with lower s…
Practical solution or missed opportunity? The impact of language of instruction on Dutch history teachers’ application of pedagogical content knowledge (PCK)
Teaching history requires clear, detailed and subject specific language. History teachers teaching in a second language are confronted with students' second language limitations, which likely have an aggravating impact on their application of pedagogical content knowledge (PCK). We analysed and compared 12 Dutch spoken and 12 English spoken paired history lessons in junior grades 7 and 9. Contrary to our expectation, we found a strong similarity …
Setting the stage
Researchers worldwide have identified affective benefits of improvisational drama techniques (IDTs) on foreign language (FL) learners. Yet the characteristics of professional development programmes (PDPs) that could lead to long-term integration of drama among FL teachers appear largely undiscovered. Through expert interviews, a needs analysis questionnaire and a literature review, this study aimed to determine which design principles a PDP must …
Explicit Knowledge and Language Learning
Learning a language, whether it is your first or fourth, is a complex process. Yet, almost everyone manages to learn at least one or more. It is estimated that two‐thirds of the world's population are bilingual. There are several factors that can influence the internal language learning mechanisms. For instance, the setting in which you learn a new language (natural versus instructed), the age at which you start, the sequence and number of langua…
Effects of bilingualism on foreign language learning during kindergarten years
This study examines the underlying mechanisms driving the bilingual advantage in learning English as a foreign language (EFL) among kindergarten-aged children. Participants included 85 Dutch-speaking monolinguals and 34 bilingual children. We assessed children’s English vocabulary and grammar as the outcome variables. Furthermore, phonological awareness, executive functions and motivation to learn English were measured as potential mediators of t…
The role of the chairperson in multilingual interactions in Dutch university meetings
Aims and Objectives: Increased contact between Dutch-speaking and international, English-speaking students and employees at universities in the Netherlands prompts an investigation into how multilingual communication could be used effectively. Using a council at a Dutch university as a case study, this paper examines the role of the chairperson in maintaining a bilingual language policy in meetings that strive to use receptive multilingualism: in…
Exploring design principles for metaconceptual grammar teaching in primary education
In many educational settings, grammar is still taught ineffectively through traditional rules of thumb and isolated sentence analysis. Alternative methods, like the metaconceptual approach, seem effective for building grammatical understanding and linguistic reasoning in pre-university students. No research has been conducted on the effectiveness of a metaconceptual approach in primary education. This study fills this gap by exploring the usabili…
The professional significance of subjectification
The pedagogical purpose domain of subjectification concerns encouraging students to be a self, while they encounter a pluriform world of others. However, it leaves remarkably ambiguous how teachers are concretely involved in subjectification during their everyday practice. Addressing this lacuna, we introduce teacher subjectification as an analytical perspective on how a teacher-as-a-self interactively constitutes student subjectification. Throug…
The effect of bilingualism on foreign language learning
This study examined whether bilingual children outperform monolingual peers in English as a foreign language (EFL) from kindergarten through primary school, and how their learning trajectories compare over time. A total of 691 monolingual children and 193 bilingual children in the Netherlands participated. English vocabulary and grammar skills were assessed at four timepoints: kindergarten, Grade 1, Grade 3, and Grade 6. Control variables include…
Psychology (17 works) · Mathematics education (13 works) · Computer Science (12 works) · EFL/ESL Teaching and Learning (12 works) · Pedagogy (12 works) · Second Language Learning and Teaching (12 works) · Foreign language (9 works) · Linguistics (6 works) · Second Language Acquisition and Learning (6 works) · Bilingual education (5 works)