The Potential of 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
  • 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.

  Frequently Asked Questions

  What does CLIL stand for in an educational context?

  CLIL stands for Content and Language Integrated Learning, where a subject is taught through the medium of a foreign language.

  What are the main benefits of teaching politics in English?

  It enhances bilingual competence, fosters intercultural understanding, and develops subject-specific vocabulary in an international context.

  What are common objections to CLIL?

  Teachers often fear losing time for subject-specific content and worry about the linguistic demands placed on both students and educators.

  How does CLIL support intercultural learning?

  By using a foreign language to discuss political systems and social issues, students gain a different perspective and deeper cultural awareness.

  Is there a specific curriculum for CLIL in Saxony?

  The text mentions that in Saxony, there is currently no specific curriculum or set of recommendations developed specifically for bilingual instruction in various subjects.