Across Europe, language policies of recent years established different models of bilingual education, also known as Content and Language Integrated Learning (CLIL), in order to promote multilingualism. The study presented in this paper focuses on a bilingual project (English-German) in the subject of Biology in Germany. Commonly, two types of bilingual concepts in schools can be distinguished, namely bilingual branches and modules. Contrary to branches, bilingual modules include a whole class with all its students and do not choose participants based on marks and abilities. The modular concept comprises a unit of 10 to 14 lessons on a specific topic being taught in a foreign language, in this case English. The study’s underlying question is whether motivation for English and/or Biology can be increased for certain subgroups of students due to participation in bilingual modules.
Key words: bilingual teaching, Biology, Content and Language Integrated Learning, English, motivation