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Research Paper (postgraduate) from the year 2013 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: 2,0, Humboldt-University of Berlin (Anglistik und Amerikanistik), course: Bilingualer Sachfachunterricht als content and language integrated learning (CLIL), language: English, abstract: In this paper, I wish to explore and apply a selected range of the possiblestrategies and methods of scaffolding text-based sources for weaker learners, orlearners simply not as privileged by their social background. If one looks at the presenteducational landscape of Berlin one will come across a selection of bilingual schools:Ones where native speakers teach nearly the entire curriculum in English, and a largerange of schools offering bilingual classes or modules. The majority of schools still donot offer any bilingual education opportunities.2 Therefore, the benefits of bilingualeducation (German-English) seem to be only for privileged students (cf. Zydatiß 2007),though there are a few exceptions throughout Germany. (Cf. Rabe 2013) The overallamount material available for bilingual education and the teachers being educated for itare still a small portion in comparison to the overall amount of material and teachersavailable in both English and History (monolingual German) in primary and secondaryschool curriculum. The actual material being published often still lacks the degree oftext-based scaffolding described in theory by Pilzecker (1997a) and Wildhage (2003).Interestingly, many ordinary textbooks of English now offer very brief bilingualmodules.The first part of this paper briefly explores some of the linguistic background ofscaffolding text-based material in bilingual teaching of history in German Sekundarstufe1. In the second part of this paper, I will apply my findings to a short bilingual moduleoffered in a contemporary textbook English G21 D4 [year 8] Erweiterte Ausgabe by theGerman textbook publishing company Cornelsen. Looking at a bilingual module in thisexemplary textbook G21 one wonders how much language-related scaffolding wasincluded by the editors due to the real didactical needs of the learners and might havebeen left out in the process of laying out the textbook and the limitations of space in adue to content?