1. Juliane Kriesmann Europäisches Gymnasium – Bertha-von-Suttner, Berlin, 2013

2. PROBLEM / CHALLENGE ? Bi-/Multilingualism leads to a greater potential for multicompetence, creativity and innovation. Bi-/ Multilingual staff !!!

3. 1 The Contribution of Bilingualism to Creativity and Multicompetence 1.1 The Flexible Mind 1.2 The Problem-Solving Mind 1.3 The Metalinguistic Mind 1.4 The Learning Mind 1.5 The Interpersonal Mind 2 Added Value – The Quality CLIL Potential 2.1 Quality CLIL 2.2Towards Quality CLIL 2.3 Added Value – The CLIL Potential 3Conclusion 4Challenge The Creative & Innovative Mind

4. Bilingualism increases cognitive flexibility, adaptability and the capacity to think. The flexible mind:  offers alternative ways of perceiving the surrounding world  is one which can adapt itself to the demands of different situations  is a multicompetent mind  gains energy from ‘creative tension’ Result: Different ways of thinking enhance the potential for creativity.

5. Bilingualism increases the ability to control attention. The problem-solving mind:  can separate important from irrelevant information  can separate distracting alternatives which interfere with thought  determines planning and categorising  has higher concept formation skills  can analyze information Result: Bilingualism has an impact on creative problem-solving competencies.

6. Bilingualism increases the awareness of language as a tool for thinking and communication. The metalinguistic mind:  analyzes how language is used to achieve specific goals  identifies ambiguity in communication  shows: - improved reading skills - increased phonemic awareness - sensitivity in interpersonal communication - an increased ability to ‘go beyond the words’ Result: Language awareness gives the potential for enriched information processing.

7. Bilingualism increases the memory function of the brain. The learning mind:  shows a functional plasticity & changes in the brain’s electrical activity  has an increased ability to build up new knowledge  is more efficient in retaining, organizing, storing and retrieving information Result: Bilingualism has a great impact on constructing new knowledge (= creative process) and learning in general.

8. Bilingualism increases interpersonal communication awareness and skills. The interpersonal mind:  understands and responds to the communicative needs of others  possesses interactional competence in communication  possesses contextual sensitivity  differentiates languages in sensitive ways Result: Multi-skills in interpersonal interaction can affect the potential of creativity.

9. Bilingualism results in the expansion of certain types of human potential:  the potential of creativity  thinking  learning  problem-solving  communicating Bilingualism opens up forms of added value which go beyond the languages themselves and lead to creativity, higher order thinking and multicompetence.

10. BICS (Basic Interpersonal Communication Skills) CALP (Cognitive/Academic Language Proficiency) Learning skills Literacies Learning styles Study skills Higher order thinking Multiple intelligences Awareness Knowledge Skills Empathy Subject-Specific Knowledge C ONTENT C ULTURE C OMMUN- ICATION C OGNITION

11. Input  meaningful, authentic, challenging, multi-modal Tasks  student interaction  authentic communicaton  subject specific study skills Scaffolding  higher order thinking Output  cross-cultural communication  fluency, accuracy, complexity  BICS ⇒ CALP Figure: CLIL Core Elements, O. Meyer, 2010

12.  Raising linguistic competence and confidence  Promoting higher order thinking  Raising expectations – raising motivation  Developing a wider range of skills  Raising awareness: cultures and global citizenship Result: Bilingualism has the potential to play a key role in responding to challenges of the present and future.

13. Competence-building through lifelong learning is of acute significance because of the speed of change in our societies. The major future challenge in the educational field is how to reform our learning systems to prepare our young people for  jobs that do not exist yet  using technologies that have not been invented yet  solving problems that haven’t been identified yet

14. European Commisson (2009): Multilingualism and Creativity. Towards an Evidence- base – Compendium Part I, Europublic, Brussels Meyer, Oliver (2010): Towards Quality-CLIL: Successful Planning and Teaching strategies, Puls, p.11-29 Meyer, Oliver (2011): Quality CLIL Matrix, Seminar Material