IIE Vol. 7 No. 2 (September 2019)

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Browsing IIE Vol. 7 No. 2 (September 2019) by Subject "CLIL"

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    Bilingual Education in Spain: An Analysis of L2 Methodological Requirements and Non-Linguistic Disciplines Within Primary Education Legislation
    (Chitkara University Publications, 2019-09-04) Gema Alcaraz-Mármol; María Victoria Guadamillas Gómez
    This article analyses the main legislation in Spain regarding Bilingual Education in the stage of Primary Education. Firstly, it divides Spanish regions into monolingual and bilingual. Later, it deals with the main legislation enforced in Primary Education, and carefully analyses three main aspects: teachers’ L2 level, teachers’ methodological requirements, and the non-linguistic discipline or disciplines included in bilingual programs together with the subjects’ language or languages of delivery and assessment. The first aspect, L2, is labelled following the different levels of the European Framework of Languages. As for teaching methodology, information has been classified as “not mentioned”, “recommended” or “required”. With regards to subjects, there are four different labels: “compulsory”, “optional”, “not mentioned”, and “not specified”. A high degree of heterogeneity is observed in two of the three areas analyzed. These differences among regions do not seem to be connected with their monolingual or bilingual nature. Finally yet importantly, it should be assumed that India and Spain are not close realities in some aspects. However, the study described above might help researchers, teachers or educational authorities to reflect upon some issues which are derived from CLIL(Content and Language Integrated Learning) methodology implementation in schools.
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    Multilingual Approach to Mathematics Education
    (Chitkara University Publications, 2019-09-04) Shailaja Bairy
    Multilingual approach to pedagogical practices in mathematics has the potential to target high level mathematical competence and abstraction. Content and Language Integrated Learning (CLIL) is an innovative educational approach to learning, a dynamic and motivating force with holistic features. Not only does it image a shift towards curricular and cultural integration but also helps greatly to focus on deeper conceptual understanding in Mathematics. CLIL’s basic principle of integration of the content and languages if accepted in a broader sense as ‘Content connected to regional language and a new language, culture, nature, real-life’ might solve various problems associated with the teaching-learning of mathematics, and thus ensures to support ‘learning for real life’. This paper establishes the need for ‘Multilingualism’ through a comprehensive literature research. It highlights multilingualism as a trigger for active approach to the quality of Mathematics education, mainly in Indian scenario. The importance of teaching mathematics as a language and specific strategies for teaching mathematics vocabulary are discussed. The illustrations provided for such approaches are entirely based on author’s teaching experiences.