Enriching ELT through CLIL: How ‘Maths Talk’ enhances L2 English Morphosyntax and Phonology

Abstract

Situated within the context of Content and Language Integrated Learning (CLIL), this paper presents a study conducted in a Grade 7 Mathematics classroom using English, the students’ second language, as the medium of instruction (EMI). Adopting an exemplary case study approach, data is collected through lesson videotaping and observations, artifacts of teaching materials and students’ work, and teacher and student interviews. Through analysis of teacher-student interactional discourse, the importance of learner talk – an area not given due emphasis in CLIL research so far – is noted. Findings shed light on Schleppegrell’s (2007) and Tavares’ (2015) studies on ‘Maths Talk’ by illustrating how meaningful EMI classroom interaction is conducive to morphological and phonological gains in English. The teacher’s strategy use is likened to communicative language teaching and informs theories of second language acquisition. The paper discusses how Mathematics may be learnt as ‘a co-equal partner with language’ (Lemke, 2003). As the student participants in the study are neither academically nor linguistically strong, implications for English language teaching (ELT) and teacher professional development in CLIL are highlighted.