Foretelling or Fortuitous? Analysing the English Admission Test to Bilingual Education at a Dutch Bilingual School

Abstract

This research project questions the predictive values of an English admission test to a Dutch school with a bilingual programme (TTO). The main focus lays on the possible correlation between the results of the admission test and the results of the CLIL subjects, while also looking critically at the admission test itself. Relevant to all schools with bilingual programmes, this research shows teachers and other education professionals the significance or insignificance of admission tests. According to this project, the admission test does not have a predictive value for the term grades of the CLIL subjects.