bilingual education (english)_zgodnosc

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