Abstract
One of the greatest challenges regarding CLIL implementation, especially for mathematics content learning, involves materials design. CLIL materials are expected to be incorporated from authentic sources, but reality shows that they are usually adaptations of previous materials or originals designed ad hoc to meet the curriculum requirements. Following Mehisto's criteria for producing CLIL learning materials as well as Meyer's successful planning and teaching strategies to design quality CLIL resources, this chapter presents a case study of designing and producing quality CLIL materials for mathematics content learning developed in the framework of the Erasmus+ Project Framing CLIL. Based on telecollaborative international work, multilingual CLIL materials to learn about fractions are presented, and the main challenges and the key strategies followed to cope with them successfully are addressed. Finally, practical orientations and guidelines for the design, and an elaboration of CLIL materials for mathematics content learning is presented.
TopIntroduction
Globalization and continuous social, cultural and political changes have led to the rise of particular demands on education. In Europe, numerous initiatives have aimed at improving education (European Commission, 2000, 2001), including foreign language (Marsh & Hartiala, 2001; Smith & McLelland, 2018) and bilingual education (Hélot & Cavalli, 2017; Razfar, 2021). In this context, the conceptualization and implementation of Content and Language Integrated Learning (CLIL) has become “the keystone of educational change all around European countries” (San Isidro, 2018, p. 185), transforming language learning (Coyle et al., 2010) and remodeling pedagogical practices (San Isidro, 2017). A widely known definition is: “CLIL is a dual-focused educational approach in which an additional language is used for the learning and teaching of content and language with the objective of promoting both content and language mastery to predefined levels” (Maljers et al., 2010, as cited in Marsh et al., 2012). Despite its impact in European education, CLIL shows several difficulties:
Although a vast gamut of subjects can be taught through CLIL (primarily depending on teacher qualifications), the scope tends to narrow down and focus on History, Geography, Science and Social Sciences, particularly in Secondary Education. Materials are primarily adapted from authentic ones or originally designed with the invaluable support of information and communication technology (ICT) (Pérez-Cañado, 2012, p. 320).
In this light, the implementation of CLIL for teaching mathematics and, more specifically, designing quality materials is a challenge. This chapter considers the potential benefits and hurdles of designing and implementing quality CLIL materials for mathematics content learning. It highlights the still limited attention paid to mathematics in CLIL contexts in light of the existing research, and explores the key principles for designing quality CLIL learning materials as well as the role of technology in the creation of CLIL materials. Bearing this in mind, this chapter presents a case study for mathematics content learning, developed in the framework of the Erasmus+ Project “Gamifying CLIL within a Mathematics Context”. Based on telecollaborative international work, a series of multilingual CLIL materials to learn about fractions is presented, identifying the main challenges together with key strategies to cope with them successfully.
Key Terms in this Chapter
Introductory Activity: Preliminary activities that introduce the learning of a given lesson.
CLIL: Acronym for Content and Language Integrated Learning. CLIL, the main European approach to bilingual education, can be defined as a pedagogical approach with a dual focus consisting of learning content through the medium of a foreign language and learning a foreign language by studying a content-based subject.
Core Activity: Strategic activities, tasks and projects that are especially relevant for students to acquire and develop the main contents, skills, and competences.
Extension Activity: Activities that extend the learning of a given lesson, and can be leveled to fit different types of student. For struggling students, extension activities can be reinforcing skill and competence activities.
Digital Game-Based Learning (DGBL): Learning approach that consists of using interactive digital games with defined learning outcomes. DGBL is designed to balance contents to learn with digital gameplay, as well as with the ability of the learner/player to understand, retain and apply that content matter to the real world.
Gamification: Strategic attempt in non-gaming contexts to enhance activities, tasks, projects, etc. to create similar experiences to those undergone when playing games, so that individuals feel motivated and engaged.
The 4Cs Framework: also known as 4Cs model, it is a framework developed by Coyle (1999, 2005, 2007) to implement the CLIL approach. It focuses on the interrelationship between content (subject matter), communication (language), cognition (thinking) and culture (awareness of self and ‘otherness’) to build on the interactions of integrating learning (content and cognition) and language learning (communication and culture).
Game-Based Learning (GBL): Learning approach that consists of a type of game play with defined learning outcomes. GBL is designed to balance contents to learn with gameplay, as well as with the ability of the learner/player to understand, retain and apply that content matter to the real world.