SMILE in Content and Language Integrated Learning: How 'Maths Talk' Impacts on ESL Learners' Phonological and Morphosyntactic Awareness

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. Adopting an exemplary case study approach, data is collected through video-ed lesson observations, documentary analysis and interviews. Findings complement Schleppegrell’s (2007) and Author’s (2015) studies on ‘Maths Talk’ by illustrating how effective instruction is conducive to phonological and morphosyntactic development, and how Mathematics may be learnt as ‘a co-equal partner with language’ (Lemke, 2003). The importance of learner talk – an under-researched area in CLIL – is underscored. Implications for incorporating second language acquisition theories into CLIL and teacher professional development are also highlighted.