Mathematics for Language - Language for Mathematics

7/29/2019 Mathematics for Language - Language for Mathematics

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FISER09 Famagusta

MATHEMATICS FOR LANGUAGE,LANGUAGE FOR MATHEMATICS

Lenka Tejkalov

Charles University in Prague


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CONTENT AND LANGUAGE

INTEGRATED LEARNING

CLIL: situations where subjects, or parts

of subjects, are taught through a foreignlanguage with dual-focussed aims,namely the learning of content, and thesimultaneous learning of a foreign

language


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Do Coyles' 4C


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WHYMATH

IN ENGLISH? English as the lingua franca

MA

Variety of communicative situations (thanks tovariety of topics and assignments...)

Need of using the language precisely

Symbolic and iconic language


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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


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ENGLISH FOR MATHEMATICS

Content through different perspectives

CLIL can also have an impact on

conceptualization, literally on how wethink. (Marsh, 1999)

formulas look different

vocabulary has different associations Language barrier can trigger higher order

thinking


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Language Barrier HelpsSHAPES 12 years old learners, groupwork

no previous CLIL experience

English: pre-intermediate level

L1: label, define

L2: compare, contrast, examine, select

formulate, argue,


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CLIL UNDERGRADUATE

COURSE

Cooperation of department of Mathematicsand English Language

Supervised by one teacher from eachdepartment

For 1st year Master students of anycombination of subjects

Students have already had the subject-specificand general didactics courses

They have had previous teaching practice


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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


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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, peer-

review, self-reflection (1) model lessons, expanding on self-

reflections

(1) Collective reflection on videostudy

(3) Redesigning the lesson plan, teachingat school, reflection

(1) Group-work: poster of good practices


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Group 8 English teacher trainees (non-native

speakers)

4 + mathematics,

2 + humanities

1 + music

1 + German language

Portfolios Original plans and anticipations, self-

reflections after peer teaching, reviews,revised lesson plan, final reflection


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What changed? Time management

Organisation of work (groups, pairs)

Visual aid Attention to non-specific vocabulary

BALANCE BETWEEN THE TWO

COMPONENTS


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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)


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Conclusions and perspectives Only after the CLIL training were the

teacher trainees capable of designinga well-balanced CLIL lesson

Cooperation is essential

There is a need of designing an in-service teacher training for CLIL to bemore widespread.

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Mathematics for Language - Language for Mathematics