Pathway to CLIL - A Proposed Sequence of Subjects in CLIL Education Based on Linguistic Requirements of Selected Subjects

  • In a world where language defines the boundaries of one's understanding, the words of Austrian philosopher Ludwig Wittgenstein resonate profoundly. Wittgenstein's assertion that "Die Grenzen meine Sprache bedeuten die Grenzen meiner Welt" (Wittgenstein 2016: v. 5.6) underscores the vital role of language in shaping our perceptions. Today, in a globalized and interconnected society, fluency in foreign languages is indispensable for individual success. Education must break down these linguistic barriers, and one promising approach is the integration of foreign languages into content subjects. Teaching content subjects in a foreign language, a practice known as Content Language Integrated Learning (CLIL), not only enhances language skills but also cultivates cognitive abilities and intercultural competence. This approach expands horizons and aligns with the core principles of European education (Leaton Gray, Scott & Mehisto 2018: 50). The Kultusministerkonferenz (KMK) recognizes the benefits of CLIL and encourages its implementation in German schools (cf. KMK 2013a). With the rising popularity of CLIL, textbooks in foreign languages have become widely available, simplifying teaching. However, the appropriateness of the language used in these materials remains an unanswered question. If textbooks impose excessive linguistic demands, they may inadvertently limit students' development and contradict the goal of CLIL. This thesis focuses on addressing this issue by systematically analyzing language requirements in CLIL teaching materials, emphasizing receptive and productive skills in various subjects based on the Common European Framework of Reference. The aim is to identify a sequence of subjects that facilitates students' language skill development throughout their school years. Such a sequence would enable teachers to harness the full potential of CLIL, fostering a bidirectional approach where content subjects facilitate language learning. While research on CLIL is extensive, studies on language requirements for bilingual students are limited. This thesis seeks to bridge this gap by presenting findings for History, Geography, Biology, and Mathematics, allowing for a comprehensive understanding of language demands. This research endeavors to enrich the field of bilingual education and CLIL, ultimately benefiting the academic success of students in an interconnected world.

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Metadaten
Verfasserangaben:Sarah Wunderlich
URN:urn:nbn:de:hbz:kob7-24441
Gutachter:Constanze Juchem-Grundmann
Betreuer:Constanze Juchem-Grundmann
Dokumentart:Dissertation
Sprache:Englisch
Datum der Fertigstellung:06.11.2023
Datum der Veröffentlichung:09.11.2023
Veröffentlichende Institution:Universität Koblenz, Universitätsbibliothek
Titel verleihende Institution:Universität Koblenz, Fachbereich 2
Datum der Abschlussprüfung:02.11.2023
Datum der Freischaltung:09.11.2023
Freies Schlagwort / Tag:Flesch-Reading-Ease Index; Linguistic Requirements; Spiralcurriculum; empirische Untersuchung; lexical sophistication
GND-Schlagwort:Anforderung; CLIL; Curriculum; Fremdsprachendidaktik; Fächerkanon
Seitenzahl:XII, 276
Institute:Fachbereich 2 / Institut für Anglistik und Amerikanistik
BKL-Klassifikation:17 Sprach- und Literaturwissenschaft
18 Einzelne Sprachen und Literaturen / 18.04 Englische Sprache
Lizenz (Deutsch):License LogoEs gilt das deutsche Urheberrecht: § 53 UrhG