From Curriculum to Classroom: Cultural Awareness Assessment in Dutch havo EFL-education
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2025-08-29
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en
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This thesis investigates how Dutch upper-level havo EFL teachers currently assess cultural awareness. In 2024, SLO introduced a new exam programme for Modern Foreign Languages, adding the domain Cultural Awareness and subdomain Culture and Society. This study explores how teachers interpret and assess this concept and uses the findings to propose assessment criteria.
Drawing on intercultural competence and language-culture pedagogy, the research combines a literature review with empirical data. A questionnaire and interviews were conducted among Dutch EFL teachers working in the final two years of havo.
Results show that while most teachers view culture as essential to language learning, cultural awareness is rarely assessed systematically. Teachers cite unclear guidelines, limited tools, and concerns about subjectivity and workload. Despite this, they express openness to formative, student-centred approaches, such as portfolios and reflective task, provided these are supported by clear criteria and practical assessment examples.
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