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    Mathematics For Language - Language For Mathematics

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    Lenka Tejkalova
    This document discusses using content and language integrated learning (CLIL) to teach mathematics through English. It provides an overview of CLIL and outlines principles for a successful CLIL lesson. It then describes a CLIL undergraduate course taken by student teachers to gain experience designing and teaching CLIL lessons. Students learned to better balance the language and content components after observing model lessons, peer teaching, receiving feedback, and cooperating with both language and mathematics teachers. The experience highlighted the importance of CLIL training for pre-service teachers.

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    Mathematics For Language - Language For Mathematics

    Uploaded by

    Lenka Tejkalova
    84 views16 pages
    This document discusses using content and language integrated learning (CLIL) to teach mathematics through English. It provides an overview of CLIL and outlines principles for a successful CLIL lesson. It then describes a CLIL undergraduate course taken by student teachers to gain experience designing and teaching CLIL lessons. Students learned to better balance the language and content components after observing model lessons, peer teaching, receiving feedback, and cooperating with both language and mathematics teachers. The experience highlighted the importance of CLIL training for pre-service teachers.

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    Presentation by Lenka Prochazkova Tejkalova at FISER2009 Conference

    Original Title

    Mathematics for Language - Language for Mathematics

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    This document discusses using content and language integrated learning (CLIL) to teach mathematics through English. It provides an overview of CLIL and outlines principles for a successful CLIL lesson. It then describes a CLIL undergraduate course taken by student teachers to gain experience designing and teaching CLIL lessons. Students learned to better balance the language and content components after observing model lessons, peer teaching, receiving feedback, and cooperating with both language and mathematics teachers. The experience highlighted the importance of CLIL training for pre-service teachers.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    84 views16 pages

    Mathematics For Language - Language For Mathematics

    Uploaded by

    Lenka Tejkalova
    This document discusses using content and language integrated learning (CLIL) to teach mathematics through English. It provides an overview of CLIL and outlines principles for a successful CLIL lesson. It then describes a CLIL undergraduate course taken by student teachers to gain experience designing and teaching CLIL lessons. Students learned to better balance the language and content components after observing model lessons, peer teaching, receiving feedback, and cooperating with both language and mathematics teachers. The experience highlighted the importance of CLIL training for pre-service teachers.

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    FISER09 Famagusta

    MATHEMATICS FOR LANGUAGE, LANGUAGE FOR MATHEMATICS


    Lenka Tejkalov Charles University in Prague

    Overview CLIL Mathematics for English English for Mathematics Pre-service CLIL teachertraining

    CONTENT AND LANGUAGE INTEGRATED LEARNING


    CLIL: situations where subjects, or parts of subjects, are taught through a foreign language with dual-focussed aims, namely the learning of content, and the simultaneous learning of a foreign language

    Do Coyles' 4C

    Successful CLIL lesson


    multiple focus, safe and enriching learning environment, authenticity, active learning, scaffolding (building on students existing knowledge, skills and experience; responding to different learning styles; fostering creative and critical thinking; challenging the students to take a step forward.) Mehisto, 2008

    WHY MATH IN ENGLISH?

    English as the lingua franca MA


    Variety of communicative situations (thanks to variety of topics and assignments...) Need of using the language precisely Symbolic and iconic language

    MATHEMATICS FOR ENGLISH

    Natural acquisition Dealing with vocabulary/grammatical structures only when you need them Specific linguistic structures hypothesizing, argumentation, proving Real context Enhanced motivation: more risk-taking

    ENGLISH FOR MATHEMATICS


    Content through different perspectives CLIL can also have an impact on conceptualization, literally on how we think. (Marsh, 1999) formulas look different vocabulary has different associations Language barrier can trigger higher order thinking

    Language Barrier Helps

    SHAPES

    12 years old learners, groupwork no previous CLIL experience English: pre-intermediate level

    L1: label, define L2: compare, contrast, examine, select formulate, argue
    ,

    CLIL UNDERGRADUATE COURSE

    Cooperation of department of Mathematics and English Language Supervised by one teacher from each department st For 1 year Master students of any combination of subjects

    Students have already had the subject-specific and general didactics courses They have had previous teaching practice

    Aims

    Balanced approach (language + content) Appropriate level of both content and language

    Cooperation

    Adequate level of teacher's language Evaluation, feedback Real teaching experience Reflection

    Learn as you use, use as you learn


    (2) Theoretical background (1) Design a lesson plan; anticipated problems, discuss in groups (3) Peer teaching videostudy, peerreview, self-reflection (1) model lessons, expanding on selfreflections (1) Collective reflection on videostudy (3) Redesigning the lesson plan, teaching at school, reflection (1) Group-work: poster of good practices

    Group

    8 English teacher trainees (non-native speakers)


    4 + mathematics, 2 + humanities 1 + music 1 + German language Original plans and anticipations, selfreflections after peer teaching, reviews, revised lesson plan, final reflection

    Portfolios

    What changed?

    Time management Organisation of work (groups, pairs) Visual aid Attention to non-specific vocabulary BALANCE BETWEEN THE TWO COMPONENTS

    WHAT DID THE STUDENTS ATTRIBUTE THE CHANGES TO?

    Observing the good practices Peer teaching, peer reviews Cooperation with content subject teachers (in the non-MA students)

    Conclusions and perspectives

    Only after the CLIL training were the teacher trainees capable of designing a well-balanced CLIL lesson Cooperation is essential There is a need of designing an inservice teacher training for CLIL to be more widespread.

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