Katedra matematiky - Katolícka univerzita v Ružomberku
Katedra matematiky - Katolícka univerzita v Ružomberku Katedra matematiky - Katolícka univerzita v Ružomberku
170 Marek Šulista• inquiry questions (e.g. Do you agree?, Do you understand?, Is itclear?),• and calculations (e.g. How much is five squared?, How much is thesquare root of 81?).The last language feature examined during the language analysis focusedon the followup reactions on the teachers prompts. The experiment showedthat about 59 percent of the responses to the questions posed by the teacherexperimenterin the target language were responded also in the target language.Therefore, teachers should pose questions to their pupils and studentsin the target language, as it seems that it is an effective tool to makethem also respond in the target language.The interviewing of two randomly chosen pupils which was focused onthe identification of possible problems with understanding both the Englishlanguage as well as the mathematical matter showed that the pupils almostevery time did understand the mathematical matter. The different situationwas with the understanding of English. In a half of the cases pupils admittedthat they had problems to understand certain parts of the lessons. Majorityof them solved the problem with the bad understanding by asking theirpeers. However, in the end, they thought that they understood everything.If some of the pupils did not understand what had been said English, thepupils mainly asked their neighbour (93 percent), or they waited for anotherformulation or for a later Czech translation (7 percent) given by the teacher.It is also important to mention that the participated pupils liked thelessons and they have some problems with understanding both the mathematicalsubject matter as well as the target language. The majority of thepupils think that they have learnt some interesting words and phrases.This is in accordance with Swain (1988, p. 69-73) who states that „atypical immersion (CLIL) classroom approach is that the teacher asks questionsand the pupils provide short answers which make the teacher inputabundant and the learner’s output minimal.“ He adds that „not manytenses and grammatical structures are used and, therefore, little practise ofmore complex language structures can be observed in the CLIL classroom.“4. ConclusionFor more general conclusions, more research of the same nature has to beconducted at various educational levels. It can be concluded that the experimentwas definitely beneficial, not only for the participating pupils, studentsand their teachers (for whom the experiment enabled a new sight on the
Language Aspects of the Initial Phase of the CLIL Method ... 171teaching of mathematics), but also for other teachers and the school management,who could see that such an implementation of the CLIL methodinto mathematics lessons does not bring many complications or slowness,and that it is not so demanding regarding the language competence of theteachers as well as their pupils and students.References[1] Cook, V. (1991). Second Language Learning and Language Teaching.Melbourne: Edward Arnold / Hodder Headline Group.[2] Darn, S. (2006). Content and Language Integrated Learning (CLIL):A European Overview. ERIC (ED490775). [online] (16.11.2008)..[3] Ellis, R. (2002). Understanding second language acquisition. Oxford:Oxford University Press.[4] Gay, G. (1988). Designing relevant curricula for diverse learners.Education and Urban Society, 20(4).[5] Marsh, D., Marsland, B., Stenberg, K. (2001). Integrating Competenciesfor working life. Jyväkylä: University of Jyväkyä.[6] Sert, O. (2005). The functions of code switching in ELT classrooms.Internet TESL Journal, 11 (8).[7] Swain, M., Lapkin, S. (1982). Evaluating Bilingual Education: A CanadianCase Study. Clevedon: Multilingual Matters.
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Language Aspects of the Initial Phase of the CLIL Method ... 171teaching of mathematics), but also for other teachers and the school management,who could see that such an implementation of the CLIL methodinto mathematics lessons does not bring many complications or slowness,and that it is not so demanding regarding the language competence of theteachers as well as their pupils and students.References[1] Cook, V. (1991). Second Language Learning and Language Teaching.Melbourne: Edward Arnold / Hodder Headline Group.[2] Darn, S. (2006). Content and Language Integrated Learning (CLIL):A European Overview. ERIC (ED490775). [online] (16.11.2008)..[3] Ellis, R. (2002). Understanding second language acquisition. Oxford:Oxford University Press.[4] Gay, G. (1988). Designing relevant curricula for diverse learners.Education and Urban Society, 20(4).[5] Marsh, D., Marsland, B., Stenberg, K. (2001). Integrating Competenciesfor working life. Jyväkylä: University of Jyväkyä.[6] Sert, O. (2005). The functions of code switching in ELT classrooms.Internet TESL Journal, 11 (8).[7] Swain, M., Lapkin, S. (1982). Evaluating Bilingual Education: A CanadianCase Study. Clevedon: Multilingual Matters.
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