CLIL Materials in Secondary Educationfocusing on the Language of instruction in the subject area of Mathematics

  1. Bobadilla-Pérez, María 1
  2. Galán-Rodríguez, Noelia M. 1
  1. 1 Universidade da Coruña
    info

    Universidade da Coruña

    La Coruña, España

    ROR https://ror.org/01qckj285

Journal:
El Guiniguada

ISSN: 0213-0610,  2386-3374

Year of publication: 2015

Issue: 24

Pages: 32-49

Type: Article

DOI: 10.20420/ELGUINIGUADA.2015.0076 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

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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.

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