Zydatiss, Wolfgang CLIL in Germany An Evaluation. In scientific
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Zydatiss, Wolfgang: CLIL in Germany: An Evaluation. In: scientific journal: „Learning and Teaching Foreign Languages“, 36/2007 German title: Zydatiß, Wolfgang: Bilingualer Sachfachunterricht in Deutschland: eine Bilanz In: Fremdsprachen Lehren und Lernen (FLuL), Narr Francke Attempo Verlag, Tübingen, 36/2007, S. 30-47 Extensive bilingual courses have been in existence in Germany for about 35 years. They started as a grass roots movement, mainly driven by classroom practitioners. It was part of an educational project aiming at the reconciliation between France and Germany. Therefore the intercultural aspect played an important role and subjects like geography, history, social and political science were mainly chosen for bilingual teaching. In the Seventies and Eighties there has been a shift from French towards English-medium content teaching. Secondary schools (mainly the “Gymnasium” – comparable to grammar schools in the UK) started to provide bilingual courses in where some subjects were taught in a foreign language usually by teachers who had a degree both in the foreign language and the subject. The term “bilingual” is, however, not really adequate here because it is not comparable to bilingual teaching in truly bilingual or mulitilingual sociocultural contexts (Canada, Alsace etc.). In 2007 there were about 700 schools practicing CLIL – amongst them only about 25 primary schools (KMK report 2006). The dominat language is now English. The range of subjects being taught in a foreign language has become wider (especially biology, maths, art, music, P.E.). Instead of or in addition to bilingual courses more and more schools are implementing bilingual modules, i. e. teaching the subject in the foreign language for a period of time, choosing suitable topics, often cross- curricular. In summary the bilingual priniciple has become more widespread, more flexible and more differentiated. Since it is now widely accepted that the subject-matter and the foreign language have a joint curricular role, Zydatiss claims that Germany needs a sound theoretical foundation on which to base the various approaches which have sprung up under the term of CLIL. He asserts that in a CLIL context a different quality of language competence is necessary than in mastering everyday situations in a foreign language. That’s why the methodology of foreign language teaching has to change as well. Finally he develops a framwork for planning CLIL modules.