The goal of this conference was to foster thought-provoking impulses for school curricula innovation, as well as to produce teaching and learning materials and to design programs for education and further education that reflect the consequences and scope of politically-oriented decisions on a national and international level.

Educationalists of foreign languages as well as those of content subjects and political-educational enthusiasts were called upon to offer suggestions. 

>> Abstract  Baumann: "Bilingual Science Cooperations on the State of Hesse Educational Webserver"

>> References:  Prof. Michael Reiss, University of London;  Prof. Michael Bamberg, University of Clark

>> Replay of the Video Conferences (log-in required)

>> CLIL Conference Homepage

(Click   m e h r    to  learn more...)

Due to the expansion of (English-speaking) CLIL programs in Germany in the 1990s, initial thoughts have already been put into intermitting basic foreign language lessons in the upper grade levels, allowing for language to be taught on the basis of the CLIL framework. In contemporary politics, newer plans for education (e.g., the Hessian Ordinance Concerning the Curricula of Upper-Level Classes) are falling back on these thoughts. The conference aspired to examine these developments from three different perspectives:

1. Which guidelines and principles of foreign language education and which empirical evidence form the basis of such developments?

2. Which prospects and opportunities for the improvement of school programs do they offer?

3. Which effects does the implementation of such plans have? Which curricular alterations emerge for the relevant subjects as a result? What type of responsibility is given to content subjects in regard to the development of (foreign-) language skills? What type of stimulus can CLIL programs offer for the innovation of foreign language teaching in general?