@article{jbp:/content/journals/10.1075/jicb.3.1.01ver, author = "Verspoor, Marjolijn and de Bot, Kees and Xu, Xiaoyan", title = "The effects of English bilingual education in the Netherlands", journal= "Journal of Immersion and Content-Based Language Education", year = "2015", volume = "3", number = "1", pages = "4-27", doi = "https://doi.org/10.1075/jicb.3.1.01ver", url = "https://www.jbe-platform.com/content/journals/10.1075/jicb.3.1.01ver", publisher = "John Benjamins", issn = "2212-8433", type = "Journal Article", keywords = "language proficiency", keywords = "bilingual education", keywords = "language learning motivation", keywords = "CLIL", keywords = "English as a foreign language", abstract = "This paper reports on the effectiveness of bilingual education in the Netherlands. After a brief history of the rise of bilingual education in the Netherlands, the study traces the development of English proficiency of two cohorts at Dutch high schools during one year: a group of Year 1 students (average age 12) and a group of Year 3 students (average age 14) were tested three times during one academic year. The results suggest a dynamic interplay as proficiency increases between condition and other factors such as initial proficiency, scholastic aptitude, out of school contact, and motivation/attitude factors. In Year 1, scholastic aptitude and initial proficiency were strong predictors for all students. In Year 3, scholastic aptitude no longer played a role, but initial proficiency and motivation/attitude did. The students who received bilingual education outperformed the students from the other two groups (regulars and controls).", }