Browsing by Subject "CLIL-opetus"

The demand and supply of foreign language teaching is growing with internationalization and multiculturalism. The spectrum of foreign-language teaching is extensive and is defined different ways in different situations - often it is up to the user to decide, which one includes as foreign-language teaching. The thesis treats such foreign language teaching in which language is taught and learned concurrently with content. In my thesis I use the term content and language integrated learning of this kind of teaching model. The immersion is the best-known type for this kind of teaching model. The aim of this thesis was to introduce teaching in foreign languages, teaching mathematics, and what special requirements are imposed when combining these two into simultaneous action. My second research task was to find out what kind of learning outcomes are to be achieved in a mathematics subject when it is taught in a foreign language. The thesis is limited to pupils who have voluntarily participated in non-native language teaching. The context of the study is mainly in the first six grades of the elementary school, but it also presents some results of matriculation examination to get a wider picture. I am looking for answers to my research questions by reading the essentially related literature on the theory, first of mathematics and foreign-language teaching, and subsequent studies related to my research questions. I used a variety of sources from current news to fundamental research from both Finland and abroad. In searching for the material I used the Google Scholar –search service and the University of Helsinki library search engine. According to previous studies, foreign-language teaching itself does not hinder learning mathematics, and some of the studies even show that students participating in foreign-language instruction are better at math or math competence tests. Studying in a foreign language seems to affect only the language in which the student registers the concept of learning in their brains but not the quality of the data they have registered. The research does not take into account the impact of social factors such as motivation or family background. Considering the results, it must be taken into account that pupils applying for foreign language teaching may be more motivated, which affects the quality of the study and hence affects positively to the learning outcomes.