1. Introduction
In this paper, I would like to clarify the importance of bilingual teaching as an innovative and
modern development in scholastic education. I would like to do so on using as an example of a
lesson I developed on “multiculturalism in Berlin and London” which could be subject matter for
a 9th grade political science class in Germany.
A requirement for the topic of this paper was to combine the two courses of module 5b ("An
Excursion to London," and "Introduction to Bilingual Teaching"), which I attended during
summer semester 2009 and winter semester of 2009/ 2010, with my content subject, political
science.
At the beginning of my work, I would like to define the term "Content and Language Integrated
Learning" (CLIL) and thus point out the inconsistency in the usage of this term. Furthermore, I
would like to focus on various justifications for bilingual teaching. In this context it is important
to examine and illustrate the importance, potential, and future prospects of CLIL. In addition, this
work demonstrates the objectives of bilingual teaching. The concept of bilingual teaching is
supported by the paradigm of Language Awareness which will be discussed in detail in this
paper.
Another focus of this work will be to put CLIL into a suitable context within the chosen topic of
multiculturalism in the European metropolises of London and Berlin. The broad term
“multiculturalism” will be defined in advance in this work in order to avoid misunderstandings.
Moreover, I will present some material for bilingual political science that I partly used as a
becoming teacher during my internship in a German High School in the city of Kassel. This
material mostly consists of empirical data about the ethnic population structure in London and
Berlin that should be analyzed and evaluated by the students.
Table of Contents
1. Introduction
2. Appeal for Content and Language Integrated Learning (CLIL)
2.1.CLIL: A definition
2.2.Reasons for supporting CLIL: A learning psychological and (subject-) didactical view
2.3.CLIL: Objectives
2.4. Language Awareness and multilingualism
3. The topic `Multiculturalism´ in bilingual political science class
3.1. Multiculturalism: A definition
3.2. Ethnic population structure in Berlin, Germany
3.3. Ethnic population structure in London, England
3.4. Comparison of the Ethnic Population Structure of Berlin and London
4. Conclusion
5. References
Objectives and Core Topics
This paper explores the significance of Content and Language Integrated Learning (CLIL) as an innovative approach within modern education. It investigates the pedagogical justifications for bilingual instruction and analyzes how such methods can be effectively applied to teaching political science, specifically focusing on the topic of "Multiculturalism in Berlin and London" for secondary school students.
- Theoretical foundations and definitions of CLIL.
- Learning psychological and didactical benefits of bilingual teaching.
- The integration of Intercultural Learning and Language Awareness.
- Empirical analysis of ethnic population structures in Berlin and London.
- Practical application in bilingual political science curricula.
Excerpt from the Book
3.1. Multiculturalism – Some definitions of the concept
Multiculturalism represents a term that includes a variety of different aspects and meanings. For a discussion of the multicultural societies of Berlin and London, however, it is important to define the term `multiculturalism´ more specifically.
In the Dictionary of Race and Ethnic Relations (Cashmore, 1994) the term `multiculturalism´ is defined as “[...] the idea, or ideal of the harmonious coexistence of differing cultural or ethnic groups in a pluralist society at its core.” This concept of multiculturalism aims at the plurality of people of different cultural origins in a well-functioning society. This is a rather general view of the term, especially compared to the definitions below.
Heckmann (1993, p.245) considers “[...] `multiculturalism´ or `multicultural society´ [...] as indicators of social change, referring to the changing ethnic composition of the population; an allegedly rather homogenous population has become more heterogeneous. In this sense, `multicultural society´ is a descriptive category.” This aspect has to do with a distinctiveness which is characterized by social dynamics and permanent change.
Following to Heckmann (1993, p.245) “[...] the terms are used in what might be called a normative cognitive way. This use could be circumscribed as follows: we should recognize the fact that we have become a country of immigration, that we need immigration, at present and in the future, and should accept the social and cultural consequences.” This aspect refers to a general acceptance of multiculturalism by the people and thus political consequences of multiculturalism.
Summary of Chapters
1. Introduction: Outlines the importance of bilingual teaching and defines the paper's focus on integrating CLIL with the specific curriculum topic of multiculturalism in London and Berlin.
2. Appeal for Content and Language Integrated Learning (CLIL): Examines definitions, pedagogical justifications, and the critical role of Language Awareness and multilingualism in an authentic learning environment.
3. The topic `Multiculturalism´ in bilingual political science class: Provides a framework for lessons on multiculturalism by analyzing ethnic population data in Berlin and London and discussing relevant definitions.
4. Conclusion: Summarizes the pedagogical enrichment provided by bilingual learning and emphasizes the need for integrating Language Awareness into educational guidelines.
5. References: Lists the academic literature and statistical sources utilized throughout the research.
Keywords
CLIL, Bilingual Teaching, Language Awareness, Multilingualism, Multiculturalism, Political Science, Education, London, Berlin, Ethnic Population Structure, Intercultural Learning, Didactics, Social Change, Migration, Language Acquisition.
Frequently Asked Questions
What is the core focus of this research paper?
The paper clarifies the importance of bilingual teaching (CLIL) and demonstrates its practical implementation through a political science teaching unit on multiculturalism in London and Berlin for 9th-grade students.
What are the primary thematic areas covered?
The main themes include the theoretical definition of CLIL, the pedagogical advantages of bilingual instruction, the concept of Language Awareness, and an empirical comparison of immigration and ethnic structures in two European metropolises.
What is the ultimate goal of the proposed teaching unit?
The goal is to enable students to examine political issues from multiple perspectives, foster critical thinking, and improve linguistic competence by integrating authentic subject matter.
Which scientific methods does the author employ?
The author uses a literature-based analysis of CLIL theories and combines this with empirical data from the German Federal Statistical Office and UK National Statistics to support teaching materials.
How is the main part of the document structured?
The main part is divided into a theoretical section examining the justifications for CLIL, and a practical application section that defines multiculturalism and analyzes specific population demographics in Berlin and London.
Which key terms characterize this academic work?
Key terms include Content and Language Integrated Learning (CLIL), Language Awareness, Multiculturalism, ethnic population structure, and Intercultural Learning.
How does the author define the relationship between Language Awareness and Multilingualism?
The author argues that they are interrelated but distinct concepts, suggesting that a synergy exists where the integration of languages and cultural understanding is optimized when a person possesses language awareness.
Why is the concept of 'authenticity' vital in bilingual classrooms?
Authenticity ensures that students communicate about real-world, relevant issues rather than pseudo-fictive content, which increases motivation and leads to deeper cognitive and informational processing.
What specific challenges does the author mention regarding the comparison of population structures?
The author notes that direct comparison is difficult because Germany and the UK use different criteria for statistics: Germany tracks nationality, while the UK categorizes by skin color or ethnic group.
What conclusion does the author reach regarding the future of bilingual political science classes?
The author concludes that bilingual learning is essential for creating responsible citizens and that curricula should be designed to encourage critical reflection on both the subject matter and language use.
- Citar trabajo
- Julia Bennett (Autor), 2010, CLIL exemplified through the teaching topic "Multiculturalism in Berlin and London" in the subject of political science, Múnich, GRIN Verlag, https://www.grin.com/document/160134
