Mathematics through CLIL: A comprehensive literature review and a didactic proposal to introduce CLIL in an Ecuadorian monolingual school

Abstract

Content and Language Integrated Learning (CLIL) as a new educational model aspiring to improve foreign language competencies involves overcoming several barriers to achieve significant learning outcomes in both language and contents. Based on this premise, the main purpose of this paper is to analyse the different components involved in this innovative process and to determine the impact of CLIL on science, particularly on mathematics learning, and its effectiveness, comprising each aspect required in order to successfully fulfil the CLIL criteria and the curricular objectives of the subject. The implications of teaching mathematics through CLIL are studied by means of an extensive literature review, starting from the general features of CLIL and the context of mathematics teaching in mainstream education. Bearing in mind these general notions, an exhaustive analysis of mathematics teaching by using English as the vehicular language is carried out taking into account pivotal aspects such as the importance of the language of instruction, the development of communication skills, the role of scaffolding to attain the expected learning outcomes, methodologies, materials and ICT, challenges, engagement, and the impact of learning mathematics through a second language. Furthermore, the parameters required to design a practical and effectual lesson plan are established and exemplified on how to introduce CLIL in a specific context (Compulsory Secondary Education) at an Ecuadorian monolingual school (“San Felipe Neri”, in Riobamba), adapting CLIL to the background of the target group (tenth grade in Ecuador, equivalent to the third level of CSE in Spain) by using student-centred methodologies as well as the support of ICT. Both the literature review and the lesson plan implementation will allow us to draw a number of conclusions which may prove of use for educators in similar educational contexts and/or for teachers from a different background who may consider these ideas of interest for their own teaching-learning processes. In fact, due to the current lack of materials (especially in the case of subjects such as mathematics and of certain countries), it may also be possible to benefit from them by adapting the activities included in the above-mentioned lesson plan to any teacher’s own context.