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.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- The concept of bilingualism
- The linguistic concept
- CLIL in German schools
- Development of bilingual instruction in Germany
- Legitimisation of CLIL
- Objections to CLIL
- The rationale of CLIL
- The integration of content and language learning
- Support of language learning
- Development of subject specific competences
- CLIL and the importance of the mother tongue
- Teachers and learners in bilingual classrooms
- Intercultural learning – the ideological frame of CLIL
- Politics in English: CLIL in political education in Saxon grammar schools
- Objectives of political education
- Political awareness and intercultural competence
- Political judgement in CLIL
- Didactic conventions of political education in relation to foreign language learning and intercultural learning
- Politics and language awareness
- Objectives of political education
- Conclusion: The potential of teaching politics in English
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This work examines the potential of teaching politics in English within the context of German schools and the growing popularity of Content and Language Integrated Learning (CLIL). The author aims to explore the benefits and challenges of incorporating English as a medium of instruction for political education in Saxon grammar schools. The paper primarily focuses on the rationale and implementation of CLIL in Germany, as well as the implications of bilingualism for language and content acquisition. Key themes explored in the text include:- The evolving concept of bilingualism and its application to educational settings.
- The rationale and development of CLIL in German schools, including its advantages and challenges.
- The potential and limitations of teaching political education in English within the framework of CLIL.
- The importance of intercultural learning and the role of language in fostering intercultural understanding.
- The challenges and opportunities associated with integrating language and content learning in the context of political education.
Zusammenfassung der Kapitel (Chapter Summaries)
The introduction provides context for the research by outlining the increasing popularity of CLIL in German schools and its implications for both language acquisition and subject-specific learning. The author highlights the need for further research on the integration of language and content, particularly in subjects such as politics, and expresses a desire to explore the potential of teaching politics in English. Chapter 2 delves into the linguistic concept of bilingualism, examining various definitions and approaches to the term. It then explores the development of bilingual instruction in German schools, highlighting the emergence of CLIL and its rationale. The chapter discusses the potential benefits of CLIL, including enhanced language learning, integration of content and language, and the development of subject-specific competences. It also acknowledges potential challenges associated with CLIL, such as teacher preparedness and the potential for neglecting subject-specific content. Chapter 3 explores the concept of intercultural learning, outlining its importance within the framework of CLIL. This chapter lays the foundation for understanding the potential of teaching politics in English as a means of promoting intercultural awareness and understanding. Chapter 4 focuses specifically on the potential of teaching politics in English within the context of Saxon grammar schools. The chapter examines the objectives of political education, including the development of political awareness, intercultural competence, and critical thinking skills. It also analyzes the didactic conventions of political education and their relationship to foreign language learning.Schlüsselwörter (Keywords)
This paper explores the key concepts of Content and Language Integrated Learning (CLIL), bilingualism, political education, intercultural learning, and language awareness in the context of German schools. The author examines the rationale for CLIL, its potential benefits and challenges, and its implications for teaching politics in English. The paper also addresses the importance of intercultural learning in fostering understanding and critical thinking.
- Quote paper
- Janine Franke (Author), 2012, The Potential of Teaching Politics in English, Munich, GRIN Verlag, https://www.grin.com/document/204022
