The search result changed since you submitted your search request. Documents might be displayed in a different sort order.
  • search hit 11 of 473
Back to Result List

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.

Download full text files

Export metadata

Author:Sarah Wunderlich
Referee:Constanze Juchem-Grundmann
Advisor:Constanze Juchem-Grundmann
Document Type:Doctoral Thesis
Date of completion:2023/11/06
Date of publication:2023/11/09
Publishing institution:Universität Koblenz, Universitätsbibliothek
Granting institution:Universität Koblenz, Fachbereich 2
Date of final exam:2023/11/02
Release Date:2023/11/09
Tag:Flesch-Reading-Ease Index; Linguistic Requirements; Spiralcurriculum; empirische Untersuchung; lexical sophistication
GND Keyword:Anforderung; CLIL; Curriculum; Fremdsprachendidaktik; Fächerkanon
Number of pages:XII, 276
Institutes:Fachbereich 2 / Institut für Anglistik und Amerikanistik
BKL-Classification:17 Sprach- und Literaturwissenschaft
18 Einzelne Sprachen und Literaturen / 18.04 Englische Sprache
Licence (German):License LogoEs gilt das deutsche Urheberrecht: § 53 UrhG