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Rick de Graaff

professor of Foreign Language Pedagogy

Utrecht University

Netherlands

Research Interests

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Professors in Netherlands

About

Rick de Graaff is an Associate Professor at Universiteit Utrecht in the Netherlands. His research focuses on language education and pedagogy, with recent articles exploring topics such as language proficiency, professional development for language teachers, and the impact of language of instruction on teaching practices. His work also includes developing evaluation instruments for intercultural competence and investigating the effects of debating on writing development in secondary education.

Articles (18)

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2026

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NETHERLANDS

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Ewout van der Knaap

Full Professor German Literature and Culture

Utrecht University

NETHERLANDS

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Catherine van Beuningen

Academic, Full Professor

University of Amsterdam

NETHERLANDS

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Rick de Graaff

Research Interests

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Articles (18)

Exploring design principles for metaconceptual grammar teaching in primary education

The professional significance of subjectification: exploring the interactional presence of the teacher-as-a-self through the pedagogy of subjectification

Debate pedagogy as a conducive environment for L2 argumentative essay writing

The impact of explicit pragmatic instruction on L2 suggestion-making across task complexity

'What Do You Mean by That? What Should I Do? What Should We Practice at Home?’

The effect of bilingualism on foreign language learning: A longitudinal study from kindergarten to the end of primary school

The role of the chairperson in multilingual interactions in Dutch university meetings

"I do not know these words, neither does he"

The sergeants speak

Effects of bilingualism on foreign language learning during kindergarten years: investigating underlying mechanisms

Het didactiseren van bewuste taalvaardigheid

Implementation of an integrated intercultural literary pedagogy intervention in Spanish-as-a-foreign-language classrooms in the Netherlands: An effect study at the secondary level

Constructive alignment in foreign language curricula: an exploration of teaching and assessment practices in Dutch secondary education

Setting the stage: designing effective professional development in improvisational drama techniques for foreign language teachers

Practical solution or missed opportunity? The impact of language of instruction on Dutch history teachers’ application of pedagogical content knowledge (PCK)

A showdown between bilingual and mainstream education: the impact of language of instruction on learning subject content knowledge

The development and validation of an intercultural competence evaluation instrument for upper secondary foreign language teaching

Debate as L2 Pedagogy: The Effects of Debating on Writing Development in Secondary Education

Collaborators (10)

Cok Bakker

Ruben Fukkink

Ron Oostdam

Esther Schat

Marjo (Johanna Maria) van Koppen

Jimmy van Rijt

Daniel Janssen

Trenton Hagar

Ewout van der Knaap

Catherine van Beuningen

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