Within the last twenty years the concept of content and language integrated learning (CLIL) has gained enormous popularity among German schools. This trend might indicate a positive development towards increased bilingual competence in different fields, such as social studies, science and technology. However, many teachers are sceptic. They are afraid that by teaching their subject in a foreign language, they lose precious time necessary for teaching subject specific contents. The question of how an integration of language and content learning should be established is still being discussed. It is generally agreed upon the fact that CLIL is not to be considered as simple extension of foreign language learning but as interweaving of content and language – of theoretical and practical knowledge. Nevertheless emphasis is laid on subject specific contents, many teachers are not sure to what extent and in which way the foreign language as the predominant medium of instruction is to be taught. Moreover, in Saxony there neither is a curriculum, nor are there any recommendations specifically developed on the needs of different subjects taught in the integrated way. This relatively new concept of instruction requires teachers to be strongly committed and willing to invest extra time and work in order to turn the idea of CLIL into a successful attempt of learning and teaching. Considering the effort that has to be made, there must be a strong motivation for establishing such learning environments. Some teachers may think that by learning contents through the medium of a foreign language, foreign language acquisition happens automatically; others favour the potential of intercultural learning. In order to find out about some of the reasons why content and language integrated learning is currently being such a success in German schools, I would like to examine the example of political education in Saxony and its potential of being taught in English. For clarifying the notions applied later on, I will firstly consider the linguistic concept of bilingualism and then outline the rationale of content and language integrated learning giving an overview of current approaches towards CLIL. Afterwards I will consider general principles and aims of political education and foreign language teaching. By analysing and comparing the Saxon curricula of the subjects English and politics I will try to find the benefits and challenges emerging from teaching politics in English.
Contents
1. Introduction
2. The concept of bilingualism
2.1. The linguistic concept,
2.2. CLIL in German schools
2.2.1. Development ofbilingual instruction in Germany.
2.2.2. Legitimisation of CLIL
2.2.3. Objections to CLIL
2.2.4. The rationale of CLIL
a) The integration of content and language learning
b) Support oflanguage learning
c) Development of subject specific competences
d) CLIL and the importance of the mother tongue
2.2.5. Teachers and learners in bilingual classrooms
3. Intercultural learning - the ideological frame of CLIL
4. Politics in English: CLIL in political education in Saxon grammar schools
4.1. Objectives ofpolitical education
4.1.1. Political awareness and intercultural competence
4.1.2. Politicaljudgement in CLIL
4.2. Didactic conventions of political education in relation to foreign language learning and intercultural learning
4.3. Politics and language awareness
5. Conclusion: The potential of teaching politics in English
6. Bibliography
-
Upload your own papers! Earn money and win an iPhone X. -
Upload your own papers! Earn money and win an iPhone X. -
Upload your own papers! Earn money and win an iPhone X. -
Upload your own papers! Earn money and win an iPhone X. -
Upload your own papers! Earn money and win an iPhone X. -
Upload your own papers! Earn money and win an iPhone X. -
Upload your own papers! Earn money and win an iPhone X. -
Upload your own papers! Earn money and win an iPhone X. -
Upload your own papers! Earn money and win an iPhone X.