Mathematics learners' behaviour in CLIL bilingual lessons within L2 external setting

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Date

22 mars 2018

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Type de document
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Identifiants
Source

HAL-SHS : sciences de l'éducation

Collection

Archives ouvertes

Organisation

Centre pour la communication scientifique directe

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info:eu-repo/semantics/OpenAccess

Mots-clés En

CLIL language use bilingual mathematics education engagement alertness

Sujets proches En

Math

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Zuzana Naštická, « Mathematics learners' behaviour in CLIL bilingual lessons within L2 external setting », HAL-SHS : sciences de l'éducation, ID : 10670/1.bk5m6m

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Résumé En

This classroom-based study discusses the language behaviour of 12-15-year old mathematics learners in introductory CLIL bilingual lessons within L2 external setting. Based on qualitative analyses of audio-records of three lessons in grades 7-9, the argument made is that learners tend to use L2 whenever they are able to. The extent of their L2 use, mostly involving short utterances and phrases rather than long sentences, is much dependent on their L2 proficiency, CLIL experience and the teacher's immediate performance in the classroom. CLIL seems to have a positive impact on learners' alertness and engagement in the lesson. Moreover, the more requirement of mathematical thinking, the less L2 use by both teacher and learners.

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