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Deze bachelorproef beschrijft aan de hand van literatuur hoe het gesteld is met de politieke interesse en participatie bij jongeren in Vlaanderen. Het staat stil bij de manier waarop onderwijs kan bijdragen tot het stimuleren van politieke interesse/participatie. Verder wordt er ook gekeken naar de plek van zulke leeractiviteiten in het onderwijs en welke competenties te maken hebben met politieke interesse en participatie. In kader van dit onderzoek werden er ter schetsing van een beginsituatie enquêtes en diepte-interviews afgenomen. De ruime analyse en interpretatie volgt op de uitgebreide literatuurstudie. Op basis van het tekort aan politieke interesse en de lage politieke participatie bij jongeren in Vlaanderen en de gegevens uit de enquêtes en interviews staat er in dit onderzoek een ontwerp dat de interesse bij jongeren op een leerlinggestuurde manier aan de slag doet gaan met thema’s inzake besluitvorming op niveau van de school en de link naar de Belgische politiek. Deze leeractiviteiten, waarvan er twee getest werden bij leerlingen in de derde graad, hadden een positieve uitwerking. Leerlingen toonden een grotere interesse in politiek en waren bereid meer te participeren door bijvoorbeeld het invullen van enquêtes omtrent politiek.

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Deze kaartspelen horen bij de methode New strike 3. Er zijn gele en blauwe kaarten. De blauwe kaarten zijn iets moeilijker.Unit 7 : How to talk about holiday plans

3e leerjaar secundair onderwijs --- Engels --- Technisch secundair onderwijs --- Kunstsecundair onderwijs --- 485.2 --- Taal en letterkunde; overige talen --- Schoolbooks - Didactic material --- Contains audio-visual material --- Vragen stellen --- Gerecht (voedsel) --- Dier --- Straat --- Omschrijving --- Gebouw --- Stad --- Vakantie --- Bezienswaardigheid --- Toerisme --- Engelse taal ; secundair onderwijs ; leermiddelen --- secundair onderwijs --- 2e leerjaar secundair onderwijs --- Kaart (geografie) --- Alfabet --- Zinsleer (taalkunde)

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From lesson observations and lessons taught, the researcher noticed a general reluctance among students to speak English in lessons of English. To answer the question: ‘How can we improve the speaking motivation of students in the second year of English in an ESL-classroom?’ An in-depth individual interview was carried out, two surveys were conducted and 8 English lessons were observed. One survey sent to teachers examined said teachers’ perception of their students’ motivation during speaking activities in their lessons. A second survey was sent out to students in their second year of English to question them about their perception of their English, the English lessons provided at their school, the speaking activities provided at their school and of their motivation for speaking English in class. Next, the teacher of these students was interviewed. With the results of the surveys and the interview, the ‘Unit Chart’ was designed. The chart intents to improve students’ speaking motivation by focusing on their personal importance of the subject matter and by creating a system which gives them the opportunity to give feedback or even criticize the (speaking) activities in class.

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In this study I created an exercise where the students had to create vlogs for five weeks. This exercise was based on Krashen’s principles where students have to receive as much input and give as much output as possible, while getting personal and useful feedback to aid them with acquiring a second language. Horwitz and Cope added that the students must practice the language in an anxiety free environment. So, eliminating this factor can speed up the second language acquisition process. With this exercise I wanted to test if vlogging can improve the speaking fluency of the students and serve as a first step to overcome foreign language anxiety. After testing this exercise, I can conclude that vlogging indeed improves fluency for students who are below average at speaking English and decreases foreign language anxiety. These students’ fluency improved from 75 words per minute to 110 words per minute. There was not a noticeable change for students who already had a higher mastery of the English language. The fluency of these students did not increase significantly because the period of the testing was too short. Here, a continuation of the study is needed to give a verdict on the matter. This study can be useful for English teachers who want to use vlogging exercises in class. It can be used as a tool to spark the interest of the students and motivate them to speak more English. It could also be used as a replacement of the speaking exercises in class.