Language-rich opportunity in the B - stream: light up your future!

Problem Statement

From the Dutch proficiency tests (2022), it appears that 18% of students in the first grade of vocational secondary education do not reach the basic literacy standards for reading. The Flemish Coalition Agreement 2024-2029 emphasizes strengthening Dutch language skills and developing a well-thought-out language policy, with special attention to vocational and technical education. From the KaBOEM research, we know there is a need for research into effective approaches in the first grade of vocational secondary education and for teacher training. This study combines these findings.

Methodology

We use the Educational Design Research (EDR) approach to tackle this complex educational problem. In the first year, the focus is on analyzing and building a vision and corresponding didactic approach, based on scientific insights. In the second year, researchers collaborate with teachers and students on lesson studies to concretize the development and evaluation steps of EDR. In the final year, the approach is sustainably implemented in a school vision on reading in the first grade of vocational secondary education and an action plan.

Expected Output

The project 'Language-rich opportunity in the B - stream: light up your future!' in the first grade of vocational secondary education: light up your future!' uses the metaphor of a flashlight, where academic optimism forms the battery. In the first stage (the flashlight), students learn to read effectively in Dutch lessons. In the second stage (the light beams), students apply their reading skills in non-language subjects. In a third stage (the enlightened society), students practice reading skills through functional assignments outside of school. The output thus provides a vision for reading education for the curriculum in the first grade of vocational secondary education with practical didactic translation (described didactic principles per stage), good practices, and policy recommendations, and the development of an action plan at the meso level. This output is supplemented with a training program for both Dutch teachers and their colleagues for non-language subjects.