Innovationen und die Empfangsbereitschaft

Abstract

This contribution focuses on the impact on methodological innovation that teaching materials may or may not make. It tells the story of a set of CLIL-oriented English language learning materials which were introduced in three Swiss cantons and met with partly strong criticism by teachers. The analysis suggests that pupils achieve good results, but that the concept of cross-curricular teaching is not well established at schools. Moreover, part of the problems seem to arise from the packaging of the materials and from insufficient guidance offered to teachers. The article points out ways forward in order to save important elements of innovation for generations of learners to come.