Abstract
Due to the nascent status of content and language integrated learning (CLIL) as an instructional approach in Taiwan, empirical research targeting mathematics CLIL teaching remains limited. The aim of this study is to address this gap by examining the differential instructional approaches employed by subject teachers and English teachers, with each group having distinct educational backgrounds and teaching experiences. Employing a case study methodology, this research focused on the institutional practices of two subject teachers and two English teachers engaged in mathematics CLIL instruction. Data were collected from multiple sources including classroom observations, field notes, video-recorded discussions, and in-depth interviews. These data were subsequently analyzed through the lens of the 4Cs framework: content, communication, cognition, and culture. The ultimate objective is to provide valuable insights that may inform the pedagogical strategies of future bilingual educators and teacher-trainers.
Presenters
Yen-Hui LuAssociate Professor, Department of Applied Linguistics and Language Studies, Chung Yuan Christian University, Taiwan
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Bilingual Education, Content and Language Integrated Learning, Mathematics Instruction
