Fach- und sprachintegrierter Mathematikunterricht am Sprachanfang:

Abstract

Content and Language Integrated Learning (CLIL) approaches are not only relevant for foreign language learning, but also for newly arrived immigrants. The integration of subject matter and explicit language learning can be beneficial for beginners if language learning opportunities are chosen according to the subject matter learning goals with rich and relevant discourse practices. Their realization requires adaptations in the lexical dimension (focused vocabulary) and the grammatical dimension (concerning the degree of grammatical difficulty). We have developed and investigated a CLIL arrangement for developing conceptual understanding of the mathematical concept of functions. By trace analysis, we have investigated how five newly arrived adolescents deal with grammatically challenging multi-word units (chunks) while developing a conceptual understanding. The analysis shows that challenging chunks can be acquired when they are carefully unfolded in mathematically coherent ways.