[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588122-105":59,"doc-detail-588122-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","content-and-english-language-integrated-learning-clil-applied-to-math-lessons","CONTENT AND (ENGLISH) LANGUAGE INTEGRATED LEARNING (CLIL) APPLIED TO MATH LESSONS","","This article examines students’ experiences, opinions, perceptions, attitudes, and preferences regarding math instruction delivered through Content and Language Integrated Learning (CLIL). The study surveyed 125 students from Kazakh National University (mean age M=18.12, SD=0.96) with 73 females and 52 males. Findings show moderate attitudes and satisfaction toward CLIL, improved English competences, and more positive attitudes toward British and American culture. English proficiency correlated positively with preferences for English-taught math and other subjects, and the paper includes study limitations and directions for further research.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/content-and-english-language-integrated-learning-clil-applied-to-math-lessons/588122/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/content-and-english-language-integrated-learning-clil-applied-to-math-lessons/588122.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-11","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study on CLIL in math classes?","Question",{"text":112,"@type":113},"To examine students’ experiences, opinions, perceptions, attitudes, and preferences when CLIL is applied to math instruction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many students participated, and what were their basic demographics?",{"text":117,"@type":113},"A total of 125 students from Kazakh National University participated, with a mean age of M=18.12 (SD=0.96), including 73 females and 52 males.",{"name":119,"@type":110,"acceptedAnswer":120},"What effects did the study report for students learning math through English CLIL?",{"text":121,"@type":113},"Students showed moderate satisfaction and attitudes toward CLIL, their English competences improved, and their attitudes toward British and American culture became more positive.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588122,1792116656,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","CONTENT AND (ENGLISH) LANGUAGE INTEGRATED LEARNING (CLIL) APPLIED TO MATH LESSONS  \nAzamat Akbarov, Kemal Gönen, Hakan Aydoğan  \nAbstract: The main purpose of this article was to examine students’ experiences, opinions, perceptions, attitudes, and preferences with regard to math classes where content and language integrated learning (CLIL) approach was applied. A total of 125 students from the Kazakh National University participanted in the present study. Their mean age was M = 18.12 (SD = 0.96) .  \nThere were 73 (58.4%) females and 52 (41.6%) males in the sample. The questionnaire administered to our participants was created to include questions relevant to this study. Results indicated that participants had moderate attitudes, preferences, and satisfaction with regard to CLIL approach wherein English was used as a medium in the delivery of math contents. Students’English competences were somehow improved and their attitudes toward British and American culture became more positive. Participants’ level of English proficiency was in positive and significant correlations with their preferences of math classes and other subjects taught in English.  \nSome shortcomings of the present study and recommendations for further studies of this topic were enclosed as well.  \nKey words: Content and language integrated learning (CLIL), English as a foreign language (EFL), math classes  \n1. Introduction  \nCLIL stands for ''content and language integrated learning'' and is defined as learning both language and contents of a particular school subject or academic course. This language is not students' mother tongue (Marsh, 2002) . It is often the second (L2) or a foreign language such as English (Favilli, Maffei, & Peroni, 2013) . Nowadays, CLIL environments are very common due to global nature of English, the language which serves as a medium through which subject matter contents are delivered to students and learned by them (King, 2018) . In addition, CLIL model helps students raise their levels of second/foreign language proficiency (Lasagabaster & Sierra, 2010) . This can be regarded as an adjustment of the traditional approach to teaching/learning a language (Bobadilla-Perez & GalanRodriguez, 2015). Thus, content and language integrated learning has a dual aim – learning the content of a school subject and learning language used to teach this content (Coyle, Hood, & Marsh, 2010) .  \nCoyle (1999, 2005, 2007) proposed the following four principles or segments of CLIL (so-called 4Cs):  \n1) content (What is the topic within a particular school subject or academic course?), cognition (What are the mental processes involved in acquiring a particular lesson?), communication (What language are learners and teachers using while talking about specific concepts within that lesson?), and culture/community (What is the (multi)cultural aspect of the lesson that currently taught?) .  \nThe possible benefits of CLIL can be summarized as follows: it increases intercultural awareness (or sensitivity), CLIL improves motivation in students, it is useful for learners with different levels of ability, and CLIL produces a higher level of achievements in the foreign language used in the process of teaching and learning (Harrop, 2012) . Students involved in CLIL classrooms had higher levels of intrinsic motivation compared to those who were in regular EFL (English as a foreign classroom) classrooms (Lasagabaster & Beloqui, 2015) . CLIL-exposed students reported a higher level of English skills as well as a greater degree of understanding of concepts taught within school subjects (De Lama, 2015) .  \nA study carried out into students' attitudes toward CLIL in science revealed that most of them were satisfied with instruction delivered in English, classes in English were more interesting compared to those in mother tongue, there was more cooperation between students and teachers when contents were taught in English, and students made more additional effort because of E","cbCaiixBUUiiyLzM","https://ap.wps.com/l/cbCaiixBUUiiyLzM","pdf",416816,"English","# Introduction\n## CLIL concept and 4Cs\n## Benefits of CLIL and prior findings\n## Study aim and research questions\n# Methodology\n## Sample\n## Participants and grouping","[{\"question\":\"What is the main purpose of the study on CLIL in math classes?\",\"answer\":\"To examine students’ experiences, opinions, perceptions, attitudes, and preferences when CLIL is applied to math instruction.\"},{\"question\":\"How many students participated, and what were their basic demographics?\",\"answer\":\"A total of 125 students from Kazakh National University participated, with a mean age of M=18.12 (SD=0.96), including 73 females and 52 males.\"},{\"question\":\"What effects did the study report for students learning math through English CLIL?\",\"answer\":\"Students showed moderate satisfaction and attitudes toward CLIL, their English competences improved, and their attitudes toward British and American culture became more positive.\"}]","CONTENT AND (ENGLISH) LANGUAGE INTEGRATED LEARNING (CLIL) APPLIED TO MATH LESSONS | PDF",1792064571,25]