CLIL: Mathematics through MFL - An Introduction

2. Mathematics through MFL An introduction to CLIL Sarah Lister & Pauline palmer MMU Friday 10thjuly 2015

3. WorkshopContent/focus • Introduction & setting the scene • What is CLIL –a brief introduction • CLIL in action – beginning to explore links between Mathematics and MFL • What have we learnt so far? • Next steps

4. So, what is CLIL? • Content and Language Integrated Learning • No one preferred CLIL model or methodology – no ‘one size fits all’ • Models tend to meet the needs of and reflects the locality/specific context • CLIL approach is sufficiently flexible to take into account a wider range of contexts and needs

5. What is CLIL…?

6. CLIL – a definition • “a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language” (Coyle, Hood & Marsh, 2010).

7. So, what does CLIL do? Some widely accepted views… • Places an emphasis on content – so learning is content driven. • Re-conceptualisation of language learning and language use - CLIL is about using languages to learn in order to use languages, so in a way it is more about language learning, not language teaching. • Provides a more meaningful and purposeful context for language learning – greater cognitive challenge. • Provides a meaningful and purposeful context to re-visit and consolidate aspects of subject knowledge and skills – Mathematical skills, knowledge and understanding.

8. Some key research findings to date… • “CLIL is not only a powerful way to learn foreign languages, but that learning language and subject matter at the same time has important consequences for learning in general in the sense that the brain is fundamentally altered.”(Blakemore & Frith 2005) • Within the CLIL setting, it can be argued that using language to learn is as important as learning to use language. (Lister, S. 2014). • CLIL teaching (primary and secondary) is beneficial in terms of language learning • CLIL teaching found to benefit learner’s main language • CLIL teaching does not slow down progress in the other curriculum subjects (and may in fact speed it up) – mutually beneficial • Promotes cognitive development and greater neural links – higher order thinking skills (Bloom’s revised taxonomy, 2002).

9. The Language of Mathematics • It is often said that Mathematics is a universal language. No matter one's culture, country, gender, race, or even religion, certain mathematical principles remain true. Poulshock, D. (2014)

10. And yet… • For many children, mathematics is seen as a ‘foreign language’; the symbols and expressions provide a formidable barrier to understanding of mathematical concepts. • (National Numeracy Review Report, Council of Australian Governments, 2008) • The ‘mathematical register’ is unique to mathematics, is highly formalised and includes symbols, pictures, words and numbers. • (Kotsopoulos, 2007)

11. Mathematics as a language • Lexis – ‘everyday’ and technical vocabulary • Grammar – ways that ideas are expressed • Syntax – rules and conventions [BODMAS] • Semantics – mathematics as a highly compressed set of symbols, used by a community of experts – use of specialist registers • Moursound, D. (2007) ‘Mathematicians are those who use a ‘native math language’

12. Mathematics and MfL • Mathematics can provoke anxiety and negative attitudes in the same way as MFL can be associated with negativity • A different context can be useful because this offers the possibility of repeating key concepts/ new ways of seeing key ideas

13. Mathematics and Modern Foreign Languages • Synergies – both are concerned with enabling learners to understand and express ideas for themselves and in communication with others • If learners are to see themselves as part of a community or group [mathematicians], they need to be able to use the language independently and with confidence

14. CLIL starter activity • Feedback from activity • Where would you go next – linguistically and mathematically?

15. CLIL in action – video clip

16. Video clip- CLIL in action • Follow up discussion – what did you notice? • What was interesting? • Your thoughts/any questions on what you have seen?

17. Some CLIL activities from the CPD workshops • 3D shapes feely bag activity • Kahoot quiz

18. What we’ve learnt so far & feedback • “ All the activities were food for thought – loved the snakes and ladders game.” (mathematics coordinator) • “Seeing all the activities in play – new ideas for using MFL in Numeracy.” (MFL coordinator) • “ Delivery of a mathematics lesson out of our comfort zone made me realise that CLIL is not exclusive to recap work. Through the modelling of the activity through repetition, the learning can be established in both maths and the language.” (primary trainee) • “The evaluative discussions gave great insight into the things you need to prepare for when teaching CLIL.” (NQT) • What we learnt – challenges/working outside comfort zone/taking risks/collaboration

19. Next steps… • Bespoke CPD sessions – in school training • CLIL professional development day, November 2015 • CLIL Summer School July 2016 • KTP project 2015-17

20. Contact details • Sarah Lister – s.lister@mmu.ac.uk • Pauline Palmer – p.m.palmer@mmu.ac.uk • Join us on twitter and our blog #MMUCLIL & http://clilmmu.blogspot.co.uk/