Developing Mathematics student teachers’ Math Talk and English mathematical concepts: A Content and Language Integrated Learning Approach

Résumé fourni par la source

Rooted in the belief that language and learning are inseparable, content and language integrated learning approach serves as the pedagogical root whereby learners use the foreign language to learn and construct the content and to communicate the content in meaningful contexts. With regard to mathematics instruction through a foreign language, CLIL compared to other approaches is most closely correlated to the current research aim since it has a dual focus – math mastery and language proficiency. The aim of the current research is to determine the effectiveness of Content and Language Integrated Learning in developing Math-Talk skills and English mathematical concepts. To achieve this, a quasi-experimental one-group design was adopted, in which 30 mathematics student teachers were engaged in CLIL activities designed to bridge the gap between building Math-Talk skills and learning English as a foreign language. Data collection tools included: a Math Talk performance evaluation card and an English Mathematical Concepts Test. The results demonstrated positive gains, confirming the program's effectiveness in developing both Math-Talk skills and English mathematical concepts. This suggests that CLIL settings in mathematics instruction help learners focus not only on content but also on language as a tool for Math Talk. In order to increase student achievement and enthusiasm, the research recommended improving CLIL execution in mathematics thru targeted teacher training, using Math Talk competencies as an evaluative framework, and using integrated assessments that equally prioritize content knowledge and language skills. Received: 14 May 2026 / Accepted: 17 August 2026 / Published: September 2026

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