Content and Language Integrated Learning in Mathematics Teaching and Learning in Higher Education in Taiwan

• In Event: Advancing Innovation and Equity: Faculty Development in AI, STEM, and Multilingual Learning

Abstract

This study explores the philosophy and implementation of Content and Language Integrated Learning (CLIL) by the instructor and students in a university mathematics course under Taiwan's "Bilingual 2030" policy. A qualitative case study was conducted from September 2020 to January 2021. Findings reveal that the CLIL approach centers on "learning English based on mathematical content" and "enhancing mathematical thinking through English." The class prioritizes co-preparation, reconceptualizing the meaning of mathematics learning, and intentionally leaving flexible assessment space. The study expands the theory "learn as you use, use as you learn" and recommends focusing on a model of "learning as you use and assess, using as you learn and assess, and assessing as you learn and use."

Author

• Wen-Hua Chen, National Taipei University of Education