The aim of this study is to examine the results of the Italian-language Mathematics state examination for students in Italian-Hungarian bilingual education. The article describes the development of bilingual education after the change of the regime, discusses the specific research on the subjects taught, presents the characteristics of the graduation examination in foreign languages, and draws conclusions by highlighting the statistics of graduation in Mathematics.

The aim of the paper is to discuss the existing CLIL models with respect to how they are used by teachers in Polish lower–secondary education. Throughout the paper a general situation in the system of education concerning bilingual classrooms is depicted with the focus on four CLIL models traditionall used in contemporary schools. The overall objective is to analyse the popularity of languages employed as the medium of instruction in bilingual provision, the subjects whose content is imparted through the medium of a foreign language as well as the four major curricular models themselves developed and implemented for the needs of bilingual programmes in the Poland.