Content and (English) language integrated learning (CLIL) applied to math lessons

Abstract

The main purpose of this article was to examine students' experiences, opinions, perceptions, attitudes, and preferences with regard to math classes where content and language integrated learning (CLIL) approach was applied. A total of 125 students from the Kazakh National University participanted in the present study. Their mean age was M = 18.12 (SD = 0.96). There were 73 (58.4%) females and 52 (41.6%) males in the sample. The questionnaire administered to our participants was created to include questions relevant to this study. Results indicated that participants had moderate attitudes, preferences, and satisfaction with regard to CLIL approach wherein English was used as a medium in the delivery of math contents. Students' English competences were somehow improved and their attitudes toward British and American culture became more positive. Participants' level of English proficiency was in positive and significant correlations with their preferences of math classes and other subjects taught in English. Some shortcomings of the present study and recommendations for further studies of this topic were enclosed as well.

Teaching and Learning of Mathematics through CLIL, CBI, or EMI—A Systematic Literature Review

“…The corpus analysed is primarily empirical and includes qualitative, descriptive, correlational, and cross-sectional. In terms of research design, 32.7% (n = 17) used mixed methods [11,76,78,79,83,85,87,89,92,94,95,99,100,102,107,108,111]; 30.7% (n = 16) were qualitative [9,12,26,77,80,82,90,93,96,98,[103][104][105]110,112,116]; and 15.4% (n = 8) utilized a quantitative design [19,21,81,86,91,97,106,113,116]. Additionally, 13.5% (n = 7) were case studies [10,84,88,101,109,114,115], and 7.7% (n...…”

“…Concerning the latter, we have also detected research at the tertiary level whose objective is to examine STEM (Science, Technology, Engineering, and Mathematics), EMI lecturers' perceptions about translanguaging [101], and the assessment of the four language skills of university students [110]. It is worth highlighting two studies focusing on students' perceptions, such as the mixed-method research of Rethinasamy, Chuah & Hashim [102] that centres on elementary students' perceptions about learning mathematics and science through EMI; and the quantitative research of Akbarov, Gönen & Aydogan [91] that focuses on university students who learned mathematics through a CLIL program.…”

“…The investigation by Binterová and Šulista [78] analyses elementary school pupils' attitudes towards learning mathematics in an L2 using CLIL and an ICT tool. The paper by Akabarov, Aydogan & Gonen [91] takes into consideration CLIL university students' attitudes and preferences. Finally, the research work by Kosybayeva et al [76] measures the psychological wellbeing of 80 university students enrolled in two mathematics and science educational CLIL courses.…”

The conceptual difficulties Saudi female ELL students encountered in learning algebra: A case of a college preparatory program

“…Despite these difficulties, students are required to learn algebra as it plays an important role in their future academic and career success as well as the extent that it is commonly called the gatekeeper subject (Smith & Thompson, 2008). To overcome these difficulties, researchers suggest teaching approaches that focus simultaneously on language and content, such as content and language integrated learning (CLIL) (Akbarov et al, 2018; Eltoum, 2021).…”

The Effect of CLIL Implementation on Students’ Development of English Reading Performance: An Empirical Study of Undergraduate Students in China

“…The L2 will become the tool to communicate while doing different tasks (Genesee & Lindholm-Leary, 2013). Recently, CLIL has been developed and implemented in a wide range of fields, including chemistry, engineering, history, math, and physical education (Tsang, 2020;Akbarov et al, 2018;Pancheva & Antov, 2017;Coral & Lleixà, 2016;Wannagat, 2007). In addition, research in the domain of language education has achieved some satisfactory results, and some studies have suggested that CLIL can improve learners' learning motivation (Karimi et al, 2019) and academic self-efficacy (Ohlberger & Wegner, 2019) for foreign language learning.…”