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

While Communicative Language Teaching (CLT) is recognised as an effective approach worldwide, its implementation in foreign language (FL) classrooms remains difficult. Earlier studies have identified factors impeding CLT implementation, such a lack of communicative lesson materials or teachers' more traditional views on learning.In the Netherlands, goals been formulated at national level, but are not always reflected daily FL teaching and assessment practice. As constructive alignment between learning goals, classroom activities assessments precondition for teaching, it important to gain deeper understanding degree Dutch curricula influencing it. The current study therefore aims take systematic inventory practices regarding translation into assessments. Findings revealed that predominantly focused grammar knowledge vocabulary out context and, lesser extent, reading skills. External factors, testing available, conceptual conceptions learning, were contribute observed alignment. Assessments particular seem exert negative washback effect implementation.