Gerard Westhoff
Biographic Data
| ID | 9340301 |
|---|---|
| NAME | Gerard Westhoff |
| GIVEN NAMES | Gerard |
| FAMILY NAME | Westhoff |
| SIGNATURE | WESTHOFF G |
| AFFILIATIONS | Utrecht University |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2009 |
| H-INDEX | 0 |
A priori assessment of language learning tasks by practitioners
Teachers' competence to estimate the effectiveness of learning materials is important and often neglected in programmes for teacher education. In this lecture I will try to explore the possibilities of designing scaffolding instruments for a priori assessment of language learning tasks, based on insights from SLA and cognitive psychology, more specifically connectionist theory. I will subsequently outline the development and evaluation of a ‘yard…
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…
Evaluation of bilingual secondary education in the Netherlands
In this longitudinal study, we examined the effects of the use of English as the language of instruction in the first 4 years of secondary education in The Netherlands on the students' language proficiency in English and Dutch, and achievement in subject matters taught through English. Compared to a control group in regular secondary education, students attending this form of bilingual education showed higher scores for their English language pro…
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…
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Evaluation of bilingual secondary education in the Netherlands
In this longitudinal study, we examined the effects of the use of English as the language of instruction in the first 4 years of secondary education in The Netherlands on the students' language proficiency in English and Dutch, and achievement in subject matters taught through English. Compared to a control group in regular secondary education, students attending this form of bilingual education showed higher scores for their English language pro…
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…
A priori assessment of language learning tasks by practitioners
Teachers' competence to estimate the effectiveness of learning materials is important and often neglected in programmes for teacher education. In this lecture I will try to explore the possibilities of designing scaffolding instruments for a priori assessment of language learning tasks, based on insights from SLA and cognitive psychology, more specifically connectionist theory. I will subsequently outline the development and evaluation of a ‘yard…
Computer Science (4 works) · EFL/ESL Teaching and Learning (4 works) · Psychology (4 works) · Mathematics education (3 works) · Second Language Acquisition and Learning (3 works) · Second Language Learning and Teaching (3 works) · Cognitive psychology (2 works) · Linguistics (2 works) · Pedagogy (2 works) · A priori and a posteriori (1 work)