Abstract
This book contribution deals with the use of technical language by bilingually taught primary school children. On the one hand, the background of the formation of terms and the use of technical language in the hitherto little researched field of bilingual mathematics teaching are shown. On the other hand, findings from an empirical study examining mathematical concept formation processes in a bilingual context are presented, in which elementary school children created PriMaPodcasts in German and English (Klose, 2022a). By way of empirical examples, the use of specialist terminology in the target languages as well as the use of communication media in the children's interaction processes are depicted.
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