CLIL Materials in Secondary Education: focusing on the Language of instruction in the subject area of Mathematics. doi 10.20420/GUIN.2015.0076

Authors

Keywords:

CLIL, Language of Instruction, English, Maths, Secondary Education.

Abstract

Applying a CLIL methodological approach marks a shift in emphasis from language learning based on linguistic form and grammatical progression to a more ‘language acquisition’ one which takes account language functions. In this article we will study the elements of the “language of instruction” of the area of Maths in Secondary Education, by focusing on the analysis of the communicative functions, and the lexical and the cultural items present in the textbook in use. Our aim is to present the CLIL teacher with the linguistic and didactic implications that he or she should take into consideration when implementing the bilingual syllabuses with their students. In order to do that, we will present our conclusions emphasizing the need for coordination in different content areas, linguistic and communicative contents, between the foreign language teacher and the CLIL subject one.

DOI 10.20420/GUIN.2015.0076

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Author Biographies

María Bobadilla-Pérez, Universidade da Coruña

Universidade da Coruña



Noelia M. Galán-Rodríguez, Universidade da Coruña

Universidade da Coruña

 

 

References

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Published

2016-03-31

How to Cite

Bobadilla-Pérez, M., & Galán-Rodríguez, N. M. (2016). CLIL Materials in Secondary Education: focusing on the Language of instruction in the subject area of Mathematics. doi 10.20420/GUIN.2015.0076. El G U I N I G U a D a, (24), 32–49. Retrieved from https://ojsspdc.ulpgc.es/ojs/index.php/ElGuiniguada/article/view/319

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