Samenvatting

A few teachers in the Modern Foreign Languages Department at my teaching practice school Broekland are interested in teaching language in accordance to the new learning approach in the lower years.
The new learning is the term used to refer to new learning outcomes, new kinds of learning processes, and new instructional methods. The existence of the new learning arose from two different factors knowing recent psychological and educational theories about learning and a fast-changing society.
The teachers' question was: how best to incorporate the new learning in language teaching and how to organize it in the current school setting at Broekland?
I found out how this concept works in everyday school practice, how it should be incorporated and organized in language teaching, and formulated recommendations on the best way to implement and incorporate it. To organize this concept accurately and feasibly three main conditions need to be met first and ten components were taken into careful consideration. I organized an interview with two teachers and one manager who had already embraced the new learning approach at Rombouts and Herle College. I used the outcome of this interview and recent literature to meet the three main conditions and to set up recommendations on ten components as a step-by-step plan to how to incorporate the new learning in language teaching at Broekland.
I came to the conclusion that this concept is definitely feasible in the current school setting at Broekland and suitable for LWOO and VMBO learners if mixed with one or two traditional classroom session, resulting in blended learning.
I can conclude that nothing much has changed dramatically the past years in education; organisation and content are pretty much the same. What has changed is the didactical aspect of education, which is the approach to teach learners what they need to know in accordance to recent psychological and educational theories about learning and adjusting to a fast-changing society.