Germany- Lower Saxony- by Jens Bolhoefer_Study Visit 2013-189-ES (Barcelona)

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Presentation for the European Study Visit 2013-189-ES (Catalonia, Spain), "Language learning spaces: diversity and transversality". Author Jens Bolhoefer. Visit the web: …

Presentation for the European Study Visit 2013-189-ES (Catalonia, Spain), "Language learning spaces: diversity and transversality". Author Jens Bolhoefer. Visit the web: http://blocs.xtec.cat/cataloniastudyvisit2013languagelearning/report/

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  • 1. CLIL in Lower SaxonyGermany
  • 2. Germany2
  • 3. Lower Saxony3 Size: 48,000 km2 Population: 8 Million(170/ km2) Schools: 3,000 Teachers: 80,000 Pupils: 900,000 Bilingual schools:ca. 100-150
  • 4. Hildesheim4
  • 5. 5Hildesheim
  • 6. 6
  • 7. The Lower Saxony School System7LowerSecondaryGym-nasiumRecommendation/Parents’ decisionPrimary5 – 106 – 9Lower Secondarymind. 3-zügig(eher zweig-gegliedert)mit gym. Angebot ohne gym. AngebotOberschule10 – 151 – 411 + 12LowerSecondaryC o m p r e -h e n s iv eReal-schuleHaupt-schuleLower Secondarymind. 2-zügig(eher jahrgangs-gegliedert)UpperSecondaryUpperSecondaryUpperSecondary13VocationalGymnasium(miterweitertemSekundarabschlussI)DualSystemVocationalEducation1816 – 17bilingual classesyear age
  • 8. Languages and subjects Languages for bilingual education:English (very few schools with French/Spanish/Italian) CLIL-subjects:» Geography» Biology» History» Politics» Sports8
  • 9. Qualification & Training usually subject + English teachers usually without special qualification new courses in initial teacher training CPD:» network meetings» regional and subject-specific in-servicetrainings9
  • 10. Teaching Models:» full course, even leading to A-levels (notcentralized exams); separate curriculum» modules (brief teaching units) CLIL courses begin in year 7, usuallypreceded by extra English lessons usually just one CLIL subject10
  • 11. Problems financial restrictions (staff, extra time) reduced offers in lower grades createproblems for formation of upper grade courses lack of suitable materials for all subjects extra workload for teachers lack of effective certificates of competence sporadically selective effects11
  • 12. My interests International research (DESI study) hasproven superiority of CLIL over regularlanguage teaching measures to support CLIL and multilingualism(Agenda 2020)» incentives» training programmes» good practice examples12