Research team

Didactica

Expertise

Jordi Casteleyn teaches Dutch Didactics, Didactics Dutch for foreigners, and Language Policy. His research focuses on reading and speaking skills in secondary education.

The development of a questionnaire to detect reading motivation based on existing research and validated tests. 01/09/2020 - 30/06/2022

Abstract

If we want students to read more books, we need an inspiring range of books and an inspiring learning and reading environment. To achieve this, the school must cooperate with the library. In all areas we seek advice from the library's expert reading (media) consultant to help coordinate the efforts of the various partners. In order to realize the first 3 strategic objectives, we therefore also focus on these 4 operational sub-objectives, which underpin and enable the strategic objectives: 1. We provide an up-to-date, varied and challenging collection with an inspiring range of books in the form of trendy book boxes for the 6th grade and the 1st stage, with special attention to the B-stream and (ex-) OKAN. 2. We design an inspiring learning and reading environment as part of the wider language vision of each school involved. 3. We work with the library's expert reading (media) consultant to advise and support the language policy coordinator and school team in the choice of book. 4. We guarantee strategic network cooperation through the reading policy of the school and library.

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Research Language Integration Projects. 01/08/2020 - 30/04/2021

Abstract

How can schools develop effective pathways for learners who have an insufficient command of the language of instruction? Schools need concrete tools and feasible practical examples that match the needs and context of primary and secondary education in Flanders. In this project, we develop a nuanced, systematic meta-review of the scientific literature, resulting in a scientific report on the one hand and a practice-oriented, paper and digitally accessible guide for the educational field on the other hand. For this practice guide, we work with a selection menu that meets the various contexts. Schools are urged to first fill in the process factors that are important for the effectiveness of the language pathways before determining structural choices. We also present a varied range of inspiring practical examples for nursery, primary and secondary education, each with sufficient detail to build on. We also visit and analyze a number of practical examples that meet the criteria resulting from the meta-review. To guarantee that the presented practical examples fit in well with the Flemish educational context, the preconditions are screened by means of a Delphi study together with actors from the professional field.

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"Do you understand me?" The speaking skills of low-literate adult learners of Dutch. 01/04/2020 - 31/03/2021

Abstract

Adults who want to learn to speak Dutch (NT2 learners) do not easily find a role model, because significant differences in speaking skills can be detected among native speakers. Although native speakers experience a large amount of freedom in their speaking, "correct" intonation of Dutch sentences is considered to be a success factor for highly educated adult learners with a medium level of Dutch. In this project however we focus on low-literate NT2 learners with a low level of Dutch and a mother language (L1) from a non-Germanic language family. The following research questions are answered: 1) Do word knowledge and intonation of Dutch determine the variation in the quality of speaking, and 2) Is the quality of speaking determined by L1? Participants complete speaking assignments and a test on word knowledge. The results of this project could give substance to an important societal debate and might emphasize the important role of Antwerp University in this domain.

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Identification and analysis of practices of effective use and development of teachers' skills in the last years of primary education 01/10/2015 - 31/03/2017

Abstract

This research project will record good practices of teacher deployment - both in and outside class in upper primary education - that aim at capitalizing on staff competencies, reinforcing differentiated instruction and safeguarding successful transition to secondary education. We will provide in-depth descriptions of selected practices, while at the same time shedding light on accompanying conditions and experiences from the viewpoint of school management, teachers as well as students. Data will be collected through case studies and Delphi methodology.

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