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/

1. CLIL in Lower Saxony
Germany

2. Germany
2

3. Lower Saxony
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 Size: 48,000 km2
 Population: 8 Million
(170/ km2
)
 Schools: 3,000
 Teachers: 80,000
 Pupils: 900,000
 Bilingual schools:
ca. 100-150

4. Hildesheim
4

5. 5
Hildesheim

6. 6

7. The Lower Saxony School System
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Lower
Secondary
Gym-
nasium
Recommendation/Parents’ decision
Primary
5 – 10
6 – 9
Lower Secondary
mind. 3-zügig
(eher zweig-
gegliedert)
mit gym. Angebot ohne gym. Angebot
Oberschule
10 – 15
1 – 4
11 + 12
Lower
Secondary
C o m p r e -
h e n s iv e
Real-
schule
Haupt-
schule
Lower Secondary
mind. 2-zügig
(eher jahrgangs-
gegliedert)
Upper
Secondary
Upper
Secondary
Upper
Secondary
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VocationalGymnasium
(miterweitertemSekundarabschlussI)
DualSystem
Vocational
Education
18
16 – 17
bilingual classes
year age

8. Languages and subjects
 Languages for bilingual education:
English (very few schools with French/Spanish/Italian)
 CLIL-subjects:
» Geography
» Biology
» History
» Politics
» Sports
8

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-service
trainings
9

10. Teaching
 Models:
» full course, even leading to A-levels (not
centralized exams); separate curriculum
» modules (brief teaching units)
 CLIL courses begin in year 7, usually
preceded by extra English lessons
 usually just one CLIL subject
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11. Problems
 financial restrictions (staff, extra time)
 reduced offers in lower grades create
problems 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 effects
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12. My interests
 International research (DESI study) has
proven superiority of CLIL over regular
language teaching
 measures to support CLIL and multilingualism
(Agenda 2020)
» incentives
» training programmes
» good practice examples
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