The interview is based on the past three days, during which teachers received intensive training on Cognitive Discourse Functions (CDFs) and had the opportunity to visit schools and observe lessons.

Teacher Backgrounds

Isam (Turkey)
Isam is an English teacher who works with gifted students aged 8 to 18.

Louis (Spain)
Louis teaches English in a secondary school, working with students aged approximately 12 to 18.

Elena (Slovakia)
Elena teaches music at a lower secondary school, where her students are between10 and 15 years old.

Isam’s Observations

Isam observed two different classes. The first was an English lesson that made very effective use of the CDF approach. The teacher structured the lesson around a book, using quotations from the text to spark discussion and connect themes from the past to the present. This thoughtful use of the framework—particularly the steps of exploring, defining, and discussing—was inspiring to Isam, as it reflected the broader goal of encouraging critical thinking among students.

In contrast, the second class she observed, an Art and Design lesson, was much more teacher-centered. The teacher explained everything step by step, leaving little room for student interaction. Isam noted that many of the students were from international backgrounds, which made it more difficult for them to follow the lesson. As a result, the atmosphere felt tense and less engaging.

Louis’s Observations

Louis also observed two lessons. In one of them, a Year 5English class (students around 16 years old), the lesson was based on an open letter written by a well-known actor to Hollywood, addressing the lack of Latin representation in the film industry. Although students were expected to read the article beforehand, many had not, and they were not particularly eager to participate in the discussion. Because of this, the lesson naturally leaned toward being teacher-led.

Despite the lack of student engagement, Louis was impressed by the teacher’s efforts. The teacher made full use of the CDF methods, trying various techniques to encourage responses and stimulate critical thinking. Even though the conversation didn’t fully take off, Louis felt the teacher did an excellent job managing the situation and using the framework effectively. The second lesson Louis observed was notably more successful from the students' side. The class consisted of 12-year-olds who were very engaged and actively participated throughout the lesson. The topic was based on a chapter from a book they had been assigned to read, and the students showed genuine interest in the discussion.

Louis was particularly impressed by the teacher's preparation. The lesson was exceptionally well-structured, making it easy for students to follow and stay involved. He also highlighted the students' high level of English, which contributed to the overall smoothness of the lesson. In both lessons he observed, the pupils demonstrated impressive language skills, but seeing it in action was even more impactful than he had anticipated. The natural flow of the classroom interactions and the quality of the work being done left a strong positive impression on him.

Elena’s Observations

Elena was also impressed by the students’ level of English, echoing Louis’s earlier comments. In her first observed lesson, a math class with first-year students (around 12 years old), all instruction was delivered in English by native-speaking teachers. There was no Dutch used in the classroom, which she found noteworthy.

She highlighted the teacher’s excellent use of scaffolding—clear and simple instructions were supported by visuals, examples, and well-organized board displays. This created a safe and accessible learning environment for the students. Although it was a math class, Elena identified many elements of the CDF framework being used, even if the teacher was likely applying them unconsciously. The lesson demonstrated implicit use of CDF principles such as clarity, structure, and critical thinking through problem-solving.

The second lesson she observed was in Global Politics, a subject that’s not typically offered in her home country of Slovakia. The students were older, around 16–17 years old, and the topic of discussion was “legitimacy.” The lesson was quite teacher-led, and student production was limited. However, the tasks assigned to students incorporated several key CDF steps—such as identifying, explaining, and evaluating. While the students didn’t actively verbalize much during the lesson, the underlying structure still reflected strong elements of the framework.

Elena also noted the integration of technology in both lessons. While Dutch law prohibits the use of mobile phones in class, schools widely use notebooks or laptops for daily learning activities. She found that even if the teachers were not formally trained in CDFs, they applied many of its strategies—either explicitly or intuitively—in their classrooms.

How would you connect this experience with your own teaching back in your country?

Reflections on Applying the Experience – Isam

When asked how this experience connects to his own teaching context, Isam noted many similarities with her current practice. As a teacher of gifted students, she already emphasizes critical thinking in his lessons and enjoys a certain degree of flexibility due to her small class sizes—usually around four to six students. This allows her to design custom materials and encourage exploration in a more personalized way.

However, observing the lessons during this experience helped her reflect on areas where her own teaching could improve. She found it inspiring to see how other teachers approached critical thinking and CDF strategies, and it gave her a new perspective on what might be missing from his own lessons. One takeaway she mentioned was the idea of using more complex language and sentence structures with her students to challenge them further, as she believes they have the capacity to handle it. Overall, the experience was valuable in helping her both affirm and enhance her current teaching approach.

Reflections on Applying the Experience – Louis

Louis found the classroom experiences familiar and reassuring. The two teachers he observed used approaches very similar to his own, particularly in how they adapted to student engagement levels. One teacher had to work hard to draw out participation from a quiet group, while the other had a more responsive class—situations Louis often faces himself. This parallel made him feel confident that the teaching challenges and strategies he experiences are shared across different countries.

He also noted the consistent use of scaffolding techniques, such as structured questioning and guiding students toward specific language use—approaches he regularly uses in his own classes. Sometimes this involved eliciting answers through open-ended questions; other times, it meant providing more direct guidance to steer students' thinking.

Another key observation was the use of technology. In the Dutch classrooms, students frequently used laptops or notebooks — something that’s still uncommon in Louis’s country. He found this practice both practical and effective, and he expressed interest in how it might be integrated more into his own context.

Louis also reflected on the use of CDFs. He believes that, although the teachers he observed might not have explicitly known about the CDF framework, they were clearly applying its principles—just as he had unknowingly done before being formally introduced to it. Overall, he felt that the teaching methods, classroom dynamics, and even educational values were quite similar between the two countries.

Reflections on Applying the Experience – Elena

Elena chose not to focus on the teaching process itself, as she felt that many of the practices observed align with what teachers everywhere, including in her context, are already trying to implement—particularly when it comes to integrating technology. She noted that in her country, there's an ongoing effort to find a balanced and effective use of technology in the classroom to benefit both students and teachers.

What stood out most to Elena, however, was the structure of the bilingual school system in the Netherlands. During an interview with a school director, she learned that bilingual schools operate as part of a national network. These schools regularly monitor and assess each other’s quality through a peer-review system. For example, every other year, a director from another bilingual school visits to evaluate the school’s performance. This collaborative and transparent approach impressed Elena, especially when compared to the situation in Slovakia.

In her country, bilingual schools tend to operate independently, following their own philosophies and attracting students based on reputation. While some are seen as high quality because of their graduates' university placements, there is little formal oversight or shared accountability. Elena saw great potential in adopting a similar networked model, where schools work together to ensure consistent standards and a shared mission - such as raising bilingual, globally competent students on a national level.

She also appreciated the strong collaboration among teachers within departments. For example, in the Global Politics class she observed, teachers actively updated materials to reflect current events. Rather than relying on outdated resources, they revised content to remain relevant and engaging. This adaptability and teamwork left a strong impression on Elena and is something she would like to see more of in her own teaching context.

Takeaways on CDFs and Training – Isam

Before attending the training, Isam had no prior knowledge of the CDFs approach. She expressed that the experience has been eye-opening and provided him with a solid foundation to begin exploring the framework in more depth. Although she realized that she had already been using some of the CDFs unconsciously in her teaching, she now feels more equipped to intentionally integrate the full framework into her lessons. Moving forward, she plans to dive deeper into the methodology and apply it more systematically in her courses.

Takeaways on CDFs and Training – Louis

Louis completely agreed with Isam’s reflection, adding that his experience reinforced something he had already suspected. As teachers, many of them have been unknowingly using the principles of CDFs for a long time. Now that they understand what CDFs are and how they work, Louis believes they can apply them more effectively. Understanding the theory behind the framework will help them better differentiate between the theory and practice, ultimately leading to more meaningful outcomes for students. Louis expressed his gratitude for learning more about CDFs and other aspects of teaching, noting that he expects these insights will positively impact his practice. He feels confident that his teaching will improve as a result of this new understanding and looks forward to applying the knowledge gained from the training.

Takeaways on CDFs and Training – Elena

Elena shared that while she had some prior knowledge of CDFs, the training helped her gain a clearer understanding of the framework. She explained that, although she had used Bloom’s Taxonomy in her teaching, she now sees CDFs as having a different focus. While Bloom’s Taxonomy emphasizes cognition, CDFs are more centered around language development. Elena believes that CDFs provide an important connection between language and content, pushing students’ learning forward by integrating these two aspects more effectively.

In addition to gaining a better understanding of CDFs, Elena highlighted the added value of meeting new people and experiencing different teaching contexts. She expressed her gratitude for the entire experience, feeling it has been both enlightening and enriching.

‍