Samenvatting

Does bilingual education at junior vocational secondary level ‘work’? In other words, do vmbo pupils who have some subject lessons in English, such as art or biology, achieve a higher level of (English) language proficiency without adverse effects to their Dutch proficiency or their subject knowledge? Additionally, are there other factors in bilingual education at this level, such as motivation and attitude, which may offer added value? What ‘good practices’ seem to contribute to successful CLIL programs for this population?