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.
Table of Contents
1. Introduction
2. The concept of bilingualism
2.1. The linguistic concept
2.2. CLIL in German schools
2.2.1. Development of bilingual 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 of language 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 of political education
4.1.1. Political awareness and intercultural competence
4.1.2. Political judgement 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
Research Objectives and Topics
This academic work examines the potential and challenges of implementing Content and Language Integrated Learning (CLIL) specifically within the context of political education in Saxon grammar schools, aiming to bridge the gap between foreign language acquisition and subject-specific political discourse.
- The theoretical foundations and development of bilingual instruction in Germany.
- Methodological approaches to integrating political content with English language proficiency.
- The impact of CLIL on intercultural learning and political awareness.
- Didactic strategies for fostering political judgement and subject-specific competences in a foreign language.
- The pedagogical role of the mother tongue and scaffolding techniques in bilingual classrooms.
Excerpt from the Book
a) The integration of content and language learning
As the improvement of both, language and subject specific competences, is the goal of CLIL, it has to be discussed in what ways language and content learning should be integrated. OTTEN and WILDHAGE offer one approach towards this question. They provide teachers with an instructional framework for CLIL based on the following theses: First of all they claim that an integration of content and language learning in bilingual classrooms implies the use of the foreign language as language of instruction. The didactical foundations of the lesson are provided by the scientific subject, not the language. Foreign language teaching methods and concepts should support subject specific learning processes (cf. OTTEN / WILDHAGE, 24). The special value of bilingual instruction enfolds itself in the opportunity of intercultural learning by applying the foreign language. Furthermore, they state, that lexico-grammatical work has to be determined by subject specific learning processes and discourse. The further development of linguistic competence is not to be considered as mere work on vocabulary but as process of discursive character (cf. ibid., 27). Therefore, the integration of language and content for optimising subject specific teaching and learning processes implies a systematic and well-guided support of the pupil’s language acquisition in complex learning situations.
Summary of Chapters
1. Introduction: Outlines the rise of CLIL in German schools and the research interest regarding the teaching of political subjects in English.
2. The concept of bilingualism: Explores linguistic definitions of bilingualism and the historical development and rationale of CLIL in German educational systems.
3. Intercultural learning – the ideological frame of CLIL: Discusses the necessity of intercultural competence as a core objective of education in a globalized society.
4. Politics in English: CLIL in political education in Saxon grammar schools: Analyzes specific didactic objectives, such as political awareness and judgement, within the framework of the Saxon curriculum.
5. Conclusion: The potential of teaching politics in English: Summarizes findings on the synergies between political education and English language training, emphasizing the potential for fostering critical citizenship.
6. Bibliography: Lists the academic sources utilized throughout the research paper.
Keywords
CLIL, Content and Language Integrated Learning, bilingual instruction, political education, Saxon grammar schools, foreign language teaching, intercultural learning, language awareness, political awareness, political judgement, didactic conventions, subject specific competences, language acquisition, discourse competence.
Frequently Asked Questions
What is the core focus of this research paper?
The paper focuses on the integration of political education and English language instruction, exploring how the CLIL approach can be effectively applied in Saxon grammar schools.
What are the primary thematic fields covered?
The work covers bilingualism theory, the history and rationale of CLIL in Germany, intercultural learning, and the specific didactic requirements of teaching politics in a foreign language.
What is the main objective of the study?
The goal is to determine the potential and benefits of teaching politics in English and to identify how subject-specific objectives can be met without compromising language quality.
Which scientific methodology is utilized?
The paper uses a descriptive and analytical approach, synthesizing existing literature, didactic frameworks, and curricula to evaluate the feasibility and quality of bilingual politics instruction.
What is addressed in the main body of the text?
The main body examines the linguistic concepts of bilingualism, objections to CLIL, the role of the mother tongue, and the application of didactic conventions like problem-orientation and controversy to political education.
Which keywords characterize this work?
Key terms include CLIL, political education, intercultural learning, bilingual instruction, political awareness, and language awareness.
How does the author propose to handle the linguistic demands of political subjects?
The author highlights the importance of scaffolding techniques and the use of the mother tongue to ensure that complex political concepts are understood even when the learner's foreign language proficiency is developing.
What role does "political judgement" play in the author's analysis?
Political judgement is identified as a crucial prerequisite for responsible citizenship, which can be enhanced through contrastive learning methods and reflexive discussions within a bilingual classroom setting.
Does the author suggest that CLIL replaces traditional language teaching?
No, the author emphasizes that CLIL should be seen as an interweaving of content and language, not as a simple extension of traditional foreign language learning.
- Citation du texte
- Janine Franke (Auteur), 2012, The Potential of Teaching Politics in English, Munich, GRIN Verlag, https://www.grin.com/document/204022
