Methodology

Over the past few years the bilingual module approach has been adopted with the aim of offering more students and schoolchildren subject-specific instruction in two languages.

Using a modern language when teaching specific subjects like geography, history or, in the meantime, sciences and fine arts is being promoted in different ways. The probably best known approach is the bilingual subject-specific streaming program in place in various schools

There is a total of 700 schools in Germany that provide regular courses in bilingual specific subjects. Bilingual schools have increased the number of foreign language lessons at the beginning of the course. Then from the 7th grade onwards the language chosen by the students is used to teach alternate lessons in all kinds of subjects. When students take their Abitur (the German higher education entrance qualification), their certificate can be modified with a note explaining that their courses were held in two languages or at some schools the students can even take a German-French version of the exam called the "Abi-Bac".

The chief aim of this bilingual streaming approach is the promotion of the students' linguistic competence. It is of course mostly students who are linguistically motivated who enrol at bilingual schools. Student performance expectations are relatively high.

A new angle on subject matter

Over the past few years the bilingual module approach has been adopted with the aim of offering more students and schoolchildren subject-specific instruction in two languages. Bilingual modules envisage a collection of texts, illustrations and other materials, along with exercises, that are all able to be used in at least two languages when teaching a specific subject. Modules are used at individual stages of the course. The idea is to bring students into contact with (different) languages and to motivate them to learn a (new) language. The basic contents of bilingual modules should be able to illuminate a particular topic from various points of view. The aim is then not so much the enhancement of the students' linguistic level, but rather to open up new angles on the subject matter and the integration of new topics. As bilingual modules are to become part of regular courses, the fact that not all students are of the same linguistic level has to be taken into account. That is why German is always used as the source language. The aim is also to develop the specialised terminology of the subject in both languages.

Great flexibility

One of the structural features of the module approach is its ability to be adapted to location-related conditions. Even if only half the group has learnt the working language, modules can be used, for example, by integrating a further foreign language like English or the common working language German. Modules can also make use of the students' native languages. The integration of the language should be thematically substantiated. If the topic of a national constitution or human rights is being dealt with, texts from various countries in their respective languages could be examined. Modules enrich the quality of instruction with the aid of foreign language texts that individual learners understand and can then pass on to their learning group. Learners read texts (some of them researched by the learners themselves) in different languages on the same topic. These modules are called Europamodules (Krechel 2000) or Sprachmittlermodule (Abendroth-Timmer 2002). Whereas Europamodules centre mainly on the foreign languages taught at schools, the Sprachmittlermodule take the learners' countries of origin into consideration. One of the minimal options of bilingual module instruction is the Begegnungssprachen-modul (language encounter module) that is intended for a course requiring only very little knowledge of the working language. First the main concepts are presented in two or several languages and then they are explained on the basis of their respective cultural backgrounds. In a teacher-training course on the topic of "Siècle des lumières – Aufklärung" they did not work with complicated, long texts in the foreign language, but in the initial phases concentrated more on comparing the meanings of concepts and terms in the source language with those in the working language.

Another form of module is the "Sprachfamilienmodul" (linguistic family module). This is where learners who, for example, have a knowledge of French work together on Spanish texts with learners who have a knowledge of Spanish. The learners discover their reading skills in another, hitherto unknown, language and this can be particularly motivating. At the same time they enjoy the positive experience of helping each other to analyse a text.

The regular "bilingual module" is ideal for linguistically homogeneous groups. The materials have been structured and coordinated in such a way that the content of the German texts paves the way for the foreign-language texts. During lessons the source language alternates with the foreign language, although the foreign language enjoys a special status. The idea in this case is to use an introductory text in German to familiarise the learners with the content.

There is of course a maximum option for linguistically homogeneous groups and it is called the "Mehrsprachigkeitsmodul" (the multi-linguistic module). It involves presenting an issue from various points of view with the language depending on the language of the texts being used.

Bilingual modules not just for schools

In most of Germany's federal states English is the first foreign language in primary schools. In order to promote other languages it might be worthwhile adopting the module approach. It enables learners to experience language in an active context, although in the field of primary education it might be more useful to focus more on workgroups in artistic subjects or additional sports courses held, for example, by native-speaker teachers.

The I and II secondary levels quite definitely offer the most versatile ways of employing the approach – the students at this level are basically willing and ready to learn languages at school and to try out new ways of learning. In the German town of Bremen the senior grade classes or sixth forms are called Profiloberstufe in which students have to study a strictly regulated combination of subjects - an ideal situation for the formation of linguistically homogeneous groups. In this way modules could be used regularly. There is also no reason why bilingual modules could not be tried out in the field of vocational training for adults, provided there is a clear, job-related reference to its later application and provided the module takes the form of self-contained learning units.

Promotion of autonomy and competence development

In order to ensure the success of the modules and students remaining motivated, it is important to never lose sight of the goals the subject is striving to achieve and to continue the teaching method relevant to the subject. At the same time however bilingual modules lead to an increased focus on group work phases – especially in heterogeneous groups. This promotes students becoming more autonomous and the development of their competence – if the teacher provides the right organisational environment for group work. The linguistic effort should be in well-balanced proportion to the content yield. When assessing this effort learners pay special attention to vocabulary as well as to grammatical structures. When dealing with specialised subject texts it is therefore very important to focus on reading strategies and to develop them further. Texts that have been chosen more for their linguistic simplicity rather than for their depth of content have a more demotivating effect on the learner.

Modules present teachers with both the difficulty and the opportunity of always having to react anew to a learning group. As there is still a lack of materials at the moment, greater efforts are of course required. In the meantime however there are suitable courses available at university-level, in seminars and as well at in-service training centres for teachers. The Comenius Project, MEMO, is also working on ideas for teacher training.