Abstract
In bilingual streams in the Netherlands, school subjects are taught in an additional language so that pupils learn
both subject content and the target language by using language meaningfully. Teachers of English in bilingual streams (TEBs) are
often expected to collaborate with subject teacher colleagues (STs). In addition, they teach separate language lessons. This
provides TEBs with specific challenges. This article reports on a focus group (FG) study exploring the extent to which the ideals
of stakeholders in bilingual schools in the Netherlands reflect the literature on this topic, using a frame of reference developed
for this purpose (Dale, Oostdam, & Verspoor, 2017). Five FGs were held with TEBs
and STs from Dutch schools in the network for bilingual education and with members of the network’s quality assurance panels. Each
FG consisted of between three and six participants with a similar role in bilingual education; audit panel chairpersons, audit
panel secretaries and STs and TEBs from different schools. Participants were asked to discuss what an ideal English teacher would
do in English lessons and in cooperation with subject colleagues. Data consists of five transcripts of the FG discussions. On the
basis of inductive and deductive analyses (using MaxQDA), the ideals of stakeholders are positioned in the framework to explore to
what extent different types of stakeholders have complementary or conflicting views. The findings suggest that stakeholders need
to develop more shared understandings and a shared language to allow TEBs to realise their ambitions.
Implementation of a quality assurance instrument (Preffi 1.0) to improve the effectiveness of health promotion in The Netherlands