18.01.2010II LO im. Emilii Plater, Sosnowiec
1. History of bilingual education in Poland2. Four operating curricular models3. Objectives of bilingual education4. Motivation towards bilingual education5. Learning process6. The matura exam7. Our teaching experience
1960s – schools with French as the second language were established under UNESCO auspices
It became more common after the reform of the educational system:
1991 – the new „Act on the Education System” provided for classes with a foreign language of instruction
According to the act the school with CLIL must offer at least 2 subjects taught in a foreign language
First bilingual classes were established in Emilia Plater secondary school in 2005
Since that time there is one English language class organized at every level
Model A: Extensive English Language Medium Instruction Model B:Partial English Language Medium Instruction (code-switching English-Polish) Model C: Limited English Language Medium Instruction(code-switching, English-Polish) Model D:Specific English Language Medium Instruction
English used exclusively Limited use of Polish Polish used for translation of terminology, or
recapitulation of learning concepts
English and Polish used for teaching and learning
About 50% of the lesson time allocated to the use of each language
Considerable switching between languagesfor specific functions
Both English and Polish used 10-50% of the time devoted to the use of
English Language switching (code switching) for
specific functions
English an Polish used for teaching and learning
Very limited time devoted to use of English language
1. The Language Dimension2. The Content Dimension3. The Cultural Dimension4. The Environmental Dimension5. The Learning Dimension
To improve overall English language competence
To develop English oral communication and presentation skills
To deepen awareness of both Polish and English
To provide opportunities to study content through different perspectives
To access subject-specific English language terminology
To prepare for future studies and/or working life
To build intercultural knowledge and understanding
To develop intercultural communication skills
To develop European and international orientation
To access international certification To enhance school profiles (and thus
provide students with an enriched learning environment)
To diversify methods and forms of classroom practice
To increase students’ motivation
Advantages Preparing for future studies in other countries Participating in a prestigious type of education Broadening horizons and connecting to the world Access to a broader range of topics Gaining different perspectives Studying in smaller-sized classes Developing intercultural competence Participating in international exchanges
Requires more effort Large number of classes per week Traditional classroom teaching Code-switching (Polish- English) is not
systematic Lack of suitable English language materials
Most common subjects taught through bilingual education (ranked in order)
Biology Geography Mathematics Physics Chemistry History Social Studies Cultural Education
Subjects taught through English Chemistry WOK – Cultural Education WOS – Social Studies Mathematics
General: External examination uniform throughout
Poland Basis for admission to university
Bilingual: Only written part done in English Assessed by external examiners
Students have a choice of six subjects:Biology, History, Chemistry, Geography,
Physics and Mathematicsoffered at a standard level
Based on the requirements of Polish- medium Matura
Neither teachers nor students have access to sample exam sets
Chemistry Social studies Mathematics Cultural education