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Zweisprachigkeit und bilingualer Unterricht

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Edited By Magdalena Olpinska-Szkieko and Loretta Bertelle

Der Band stellt die Problematik der Zweisprachigkeit und des bilingualen Unterrichts in Polen umfassend dar. Er ist in zwei sich ergänzende Teile gegliedert. Die Autoren des theoretischen Teils repräsentieren verschiedene Disziplinen, u.a. Linguistik, Psychologie, Pädagogik und unterschiedliche Forschungsperspektiven, die zusammen ein komplexes Gesamtbild der polnischen Bilingualismusforschung ergeben. Der zweite Teil des Bandes spiegelt die theoretischen Schwerpunkte des ersten Teils auf der praktischen Ebene wider. Die Autoren, u.a. praktizierende Lehrer/innen, Vertreter von Selbstverwaltungsbehörden, nichtstaatlichen Organisationen und Verbänden, erörtern die für ihre berufliche Umwelt relevanten Probleme und bringen Lösungsvorschläge ein, die sich in der Praxis bewährt haben.
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Bilingual Education in Poland

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1. Introduction

The aim of this article is to present the quantitative data concerning bilingual education and CLIL namely for primary, middle and high schools in the Polish public and private school systems. There are various reasons why bilingual education is gaining popularity in Poland. The most important factors are culture, language and the development of learning ability. Worldwide research indicates that CLIL and bilingual education can generate potential ways of teaching in order to guarantee the highest standards of education for European students; CLIL has already been implemented in over 200 schools in Poland, mostly to middle and high schools. In some parts of Poland there are even bilingual pre-schools. The implementation of CLIL into Polish schools has been very dynamic. In 2008 there were 123 schools with bilingual classes (51 middle schools and 72 high schools) (Jastrzębska, 2013). According to the SIO public information system in 2012 there were 236 bilingual schools altogether, 152 middle schools and 82 high schools1. Yet the data is relatively underwhelming when compared to that of other European countries. Germany holds the dominant position in western Europe with over 600 schools with bilingual stream and the number is rapidly growing (Hollender 2011). When examining Northern Europe, it is Finland where a bilingual education is given greatest precedence, having been implemented into the national curriculum due to the large number of Swedish minority groups living there. Hence, in all Finnish schools bilingual classes with at least one language can...

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