• Organisation

In which ways does bilingual instruction differ from ordinary subject-matter and foreign language (FL) instruction? What does the use of a foreign language instead of the pupils' mother tongue mean for teaching? How should a class be taught and organized to achieve a smooth transition from traditional to bilingual instruction in a non-language subject? In the following, I will attempt to answer some of these questions. I will offer some guidelines for the single-subject bilingual class in upper-secondary school, with special focus on the often problematical process of introducing pupils to this novel and challenging form of instruction. My suggestions will be based on three years of first-hand experience teaching bilingual history at the upper-secondary level, and research including several surveys. Even though my experience and examples are from bilingual History, I am convinced that my suggestions are applicable to other subjects as well.