The pressing issue under the policy of developing Taiwan into a bilingual nation by 2030 is to develop bilingual teaching models. Based on the 4Cs model (content, communication, cognition, and culture) in Content and Language Integrated Learning (CLIL) proposed by Coyle, this study proposes a mathematics CLIL model for elementary school students in Taiwan. The proposed model includes six steps of designing mathematics CLIL lessons, including analysis, content focus, target language, scaffolding, integrated learning, and classroom management. One of the most important contributions of this study is its utilization of Magic Board, a web-based virtual manipulative tool, as a teaching platform to demonstrate the procedures of teaching the concept of number pairs up to 10. The lesson plan explicitly explains the teaching content and procedures for future teachers who are interested in teaching mathematics through English. Unlike lesson plans in the traditional mathematics or English classroom, this mathematics CLIL lesson plan has four distinguishing features: (1) situated learning with mathematic stories, (2) interesting visual learning, (3) scaffolding using virtual manipulatives, and (4) mathematic problem-based integrated learning. This mathematics CLIL model may be used in future training to prepare bilingual teachers in mathematics and to develop bilingual teaching materials. Future research on this proposed teaching model should be conducted for testing its feasibility and application.
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A Model of Bilingual Instruction in Mathematics: A Preliminary Study
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