A Comparative Study of CLIL Trajectories in the Polish Education System

This paper aims to present a comparative study of the existing curricular Content and Language Integrated Learning (CLIL) models as used by teachers in Polish lower- and upper-secondary schools in the system of education which ended in 2017 when the New Education Reform was implemented. The article...

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Bibliographic Details
Published inELOPE (Tiskana izd.) Vol. 16; no. 2; pp. 63 - 76
Main Author Romanowski, Piotr
Format Journal Article
LanguageEnglish
Published Ljubljana University of Ljubljana, Faculty of Arts 2019
University of Ljubljana Press (Založba Univerze v Ljubljani)
Subjects
Bilingual education
Bilingualism
CLIL
Content and language integrated learning
Education policy
language teaching
Medium of instruction
Polish language
Secondary schools
Poland
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Summary:This paper aims to present a comparative study of the existing curricular Content and Language Integrated Learning (CLIL) models as used by teachers in Polish lower- and upper-secondary schools in the system of education which ended in 2017 when the New Education Reform was implemented. The article reveals the details pertaining to general language education in Poland and bilingual classrooms focusing on CLIL. The main goal is to analyse which languages are most frequently employed in bilingual education as the medium of instruction, the school subjects whose content is imparted through the medium of a foreign language as well as the four major curricular models developed and implemented for the needs of bilingual provision in Poland.
Bibliography:ObjectType-Article-1
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ISSN:1581-8918
2386-0316
DOI:10.4312/elope.16.2.63-76