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The world we live in becomes smaller and smaller due to globalisation that causes a worldwide interconnectedness. Therefore, there is a need for bringing international competences to the classroom in order prepare students for global citizenship. Literature study shows, however, that there is still a shortage of available material teachers can consult to teach and improve students' international competences. This research is therefore based on the question how teachers can work on international competences in the second grade ASO[1], and more specifically, how they can work on international competences by exposing gender stereotypes during the English literature class. To achieve this, a lesson series on gender stereotypes is developed for the same target group. This lesson kit can serve as a source of inspiration for teachers to teach international competences in their own class, as professionals in the field find that this lesson series is well-balanced and contains learning activities that work on these competences in a creative and efficient way. Hopefully, this research will help and motivate teachers to work on their students' international competences, in order to prepare them for the world outside of the school walls. [1] Algemeen Secundair Onderwijs ? General Secondary Education (English)

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Tussentaal, and the attitudes it generates amongst Flemings, has been the focus of several studies over the past few decades. The use of colloquial Belgian Dutch or tussentaal (literally “in-between” language) in the Flemish media has increased considerably. With one simple push on the remote control, viewers are confronted with a wide range of language varieties. Many researchers have examined to which extent tussentaal is present in television shows. It seems that the variety is not only present in its spoken form in soaps, talk shows or other entertaining television programs, but it has also made its entrance in subtitling as subtitlers have to take the current language reality into account. Although a fair amount of studies have dealt with the use of tussentaal on television, research on the use of the language variety in subtitling has remained scarce. This master thesis, therefore, aimed to examine the effect of the use of tussentaal in interlingual subtitles on the attitudes of Flemish pupils of the first and second year of secondary school from the provinces of Antwerp and Flemish Brabant. More specifically, the influence of the language variety on the appreciation of both a YouTube video and its subtitles, the dialogue and scene recognition, the self-reported effort and the metacognitive judgement was researched by means of an experiment. A YouTube video, spoken in a foreign language, was subtitled in three different ways. The first set of subtitles only contained Standard Dutch. The second set contained a restricted form of tussentaal in which only the ‘gij’-system was used. In the third set, a more extreme form of the language variety was used. Here, three different structural elements were included: the ‘gij’-system, /t/-deletion and adnominal flexion. The participants (n = 101) were randomly assigned to one of these conditions and completed an online questionnaire. Subsequently, their answers were analyzed in SPSS Statistics. The frequency with which the respondents watch foreign videos with subtitles was used as a covariate. The influence of the independent variables ‘gender’, ‘number of languages spoken at home, ‘familiarity with the YouTube channel’, ‘preference for dubbing or subtitling’ and ‘age’ on the effect of tussentaal was also taken into account. Data analysis revealed that the covariate ‘frequency of watching subtitled foreign videos’ did not significantly affect the effect of tussentaal in interlingual subtitles. Furthermore, the results show that pupils who were assigned to the condition with an extremer form of tussentaal appreciated the video more than pupils who read the Standard Dutch subtitles. Moreover, pupils from secondary school appraised the video with the extremer form of tussentaal better than students from college or university. There was, however, no significant effect of the subtitle condition on the cognitive processing (dialog- and scene recognition), the appreciation of subtitles and metacognitive judgement of the video. Finally, a significant difference in self-reported effort was found between the age groups (secondary school versus college/university). The analysis showed that the pupils had a lower average score on self-reported effort than the students, but again, these results were not influenced by the presence or absence of tussentaal in subtitles.