SM & CLIL – Content and Language Integrated Learning (CLIL) in Mathematics and Science Teaching
The Lifelong Learning agencies of the countries involved had accepted our application for a Comenius school partnership that has been performed throughout the academic years 2008/09 and 2009/10.
Partners in this project have been
- BRG and BORG 15, the European High School, Vienna, Austria (as coordinating institution)
- BG and BRG 14, Linzerstraße, Vienna, Austria
- Lycée Blaise Pascal, Brie Comte Robert, Ile de France
- Institut d’Ensenyament Secundari Ferran Casablancas, Sabadell, Spain
- Özel Istanbul Çevre Lisesi, Istanbul, Turkey
The project’s ongoing issue is the enhancement of language awareness in mathematics and science teaching and learning. Based on the common conviction that teaching and learning of any subject is performed via the medium of language, we aim at a promotion of CLIL (with English as a foreign language) as a means to support the scientific literacy of learners.
At the same time, we want to stress the point that English is the world-wide lingua franca in the science community and that scientific literature and information is predominantly available in English.
Another reason for the implementation of CLIL is its supposed contribution to gender sensitivity in mathematics and science teaching: Girls are frequently less confident about their skills in maths and science subjects than in languages. By introducing language based lesson concepts and tasks they can be won over to take interest in maths and science.
In multiethnic classes English as a common foreign language can help to establish equal chances for all students. It has also been shown that multilingual learners are in the habit of switching languages easily.
Our reasons in favour of CLIL include the results of modern neuro-didactics that indicate that simultaneous learning of content and language is to the advantage of both issues.
In order to achieve our aims we have designed and implemented lesson concepts and materials based on common topics. At the same time students’ acceptance has been assessed, while their progress related to the subjects’ objectives must still be evaluated. To disseminate the concept workshops for in-service-teacher-training and a communication platform have been started.
Cooperation with university lecturers has been started e. g. focussing on the aspect of a community of practice of science-and-CLIL teachers in the Comenius 2.1 project CROSSNET. Further cooperation regarding didactic aspects of teaching maths and science via CLIL is planned for a subsequent project.
See also the project-summary-presentation.