3. Learning Mathematics Bilingually: An Integrated Language and Mathematics Model (ILMM) of Word Problem-Solving Processes in English as a Foreign Language

Kapitel in diesem Buch

1. Frontmatter i
2. Contents v
3. Contributors vii
4. Acknowledgements xi
5. Foreword: Integrating Content and Language in Education: Best of Both Worlds? xiii
6. More Than Content and Language: The Complexity of Integration in CLIL and Bilingual Education 1
7. Part 1: Curriculum and Pedagogy Planning
8. 1. Cognitive Discourse Functions: Specifying an Integrative Interdisciplinary Construct 29
9. 2. Historical Literacy in CLIL: Telling the Past in a Second Language 55
10. 3. Learning Mathematics Bilingually: An Integrated Language and Mathematics Model (ILMM) of Word Problem-Solving Processes in English as a Foreign Language 73
11. 4. A Bakhtinian Perspective on Language and Content Integration: Encountering the Alien Word in Second Language Mathematics Classrooms 101
12. Part 2: Participants
13. 5. University Teachers’ Beliefs of Language and Content Integration in English-Medium Education in Multilingual University Settings 123
14. 6. CLIL Teachers’ Beliefs about Integration and about Their Professional Roles: Perspectives from a European Context 145
15. Part 3: Practices
16. 7. Integration of Language and Content Through Languaging in CLIL Classroom Interaction: A Conversation Analysis Perspective 171
17. 8. Teacher and Student Evaluative Language in CLIL Across Contexts: Integrating SFL and Pragmatic Approaches 189
18. 9. Translanguaging in CLIL Classrooms 211
19. Conclusion: Language Competence, Learning and Pedagogy in CLIL – Deepening and Broadening Integration 235
20. References 249
21. Index 275