As our classrooms become more heterogeneous due to migration, education, geography and bilingualism have become the creators of international needs. Through a closed-ended questionnaire we sought to examine quantitative information about the advantages of teaching geography bilingually. With this research we studied 5 secondary schools in Serbia where geography was presented bilingually. The lack of similar research and the freshness of this learning model led us to the subject for the article, which is based on revealing the motives and preferences of students for this type of teaching. Using comparison with standard teaching in the mother tongue as method, the interest of students in bilingual teaching was determined. We also investigated the possibility of applying didactic-methodical principles for organising study without time limiting learning. A certain number of students found language competencies, more diversity in the teaching process and significant individual work activities as a step towards academic and personal achievement – almost as an employment advantage. This justifies the aim with our study by emphasising the benefits and the need to study geography bilingually.

https://doi.org/10.15700/saje.v43ns2a2337

ORCiD iDs of authors:
Srđan Timotijević – https://orcid.org/0000-0002-2458-4982
Anđelija Ivkov Džigurski – https://orcid.org/0000-0001-5267-2384
Ljubica Ivanović Bibić – https://orcid.org/0000-0002-2409-3729
Milica Solarević – https://orcid.org/0000-0002-1660-4525
Milena Sekulić - https://orcid.org/0000-0002-0107-5691