International Transition Education (ISK in Dutch) is designed for students aged between twelve and eighteen who have recently arrived in the Netherlands and have limited Dutch language skills. In Rotterdam, this includes students with a wide range of experiences in terms of language, schooling, and academic level. It is precisely this diversity that makes providing a suitable education challenging.
Tess is investigating the professional development that teachers need in order to better meet the educational needs of secondary school students in ISK programmes. In doing so, she includes not only language acquisition, but also students' social needs, lived experiences and backgrounds.
‘I am absolutely delighted with this grant,’ says Tess. ‘Unfortunately, this topic is not an obvious choice for research projects, even though these students truly deserve the attention. From a sociological perspective, high-quality metropolitan ISK education encompasses far more than just language acquisition.’
Education that goes beyond language
ISK education often starts with the Dutch language. This makes sense, as it is difficult to participate in education without sufficient proficiency in Dutch. However, language proficiency is just the beginning. A pupil may be capable of more cognitively than has become apparent from language tests or classroom assignments.
According to Tess, this can be risky. If teachers do not gain a sufficient understanding of pupils' existing capabilities, needs and experiences, the support and progression provided may be misaligned. Consequently, some pupils may become unhappy at school or perform at a level that does not reflect their potential, or even drop out entirely.
This is why Tess is investigating how teachers can take a broader view, considering not just language, but also students' school experiences, home situations, sense of responsibility, motivation, resilience and the social context in which they learn.
This requires teachers who combine subject knowledge with an understanding of urban life and can recognise what is going on in pupils' lives without pigeonholing them.
Process from masterclass to practice-oriented research
Tess previously developed a masterclass for professionals, student teachers and was a volunteer teaching ISK in secondary school. Learning support education is intended for students who require additional assistance to follow their programme. The masterclass combines sociological insights with practical experience.
The fellowship gives Tess the opportunity to expand upon and further develop this masterclass, as well as embed it more effectively. She is investigating students' needs and developing and testing an approach for teachers to use during and after training.
Her research question is: what is the right form of teachers’ professional development to ensure that the education provided to students in metropolitan ISK secondary schools better meets their needs?
Personal involvement
The research also has personal significance for Tess. Around ten years ago, after undergoing physical rehabilitation, she decided to join Esther Stad's ISK classes at Olympia College. There, she taught young newcomers and gradually found her way back.
'Teaching groups of young newcomers was a fantastic experience,' says Tess. 'I learnt more about life from those students than from anyone else. I am incredibly grateful for the experiences and special encounters from that time. I have held this group of students close to my heart ever since.’
This experience continues to influence her research. She wants to better understand how education, teachers and students can grow closer together, particularly in contexts where language, knowledge of the system and lived experiences can be very different.
‘It feels like I’ve come full circle,’ says Tess. 'I’m grateful that I now have the opportunity to make a difference to future young newcomers in a completely different way.'
Contributing to equality of opportunity in the city
This research aligns with Tess’s background as an urban sociologist and her experience of the education system in Rotterdam. Inclusion in a metropolitan context is central to her work. She has worked as a teacher in higher education, a dissertation supervisor, and a language teacher at the ISK secondary school, where she supported the learning process. She has also worked as a researcher at the Centre of Expertise for Social Innovation (EMI) at Rotterdam University of Applied Sciences.
Through this fellowship, she is further developing her skills as a practice-oriented researcher. At the same time, her research directly contributes to education and professional practice. Teachers gain greater insight into the needs of young newcomers, enabling teacher training programmes and professional development to address these needs more effectively.
For Rotterdam University of Applied Sciences, this fellowship demonstrates how practice-oriented research can contribute to education that reflects the needs of the city. By linking knowledge from classrooms, neighbourhoods and research, we are working towards a more inclusive education system for young newcomers.
