The impact of the concept of language support on the teaching of mathematics in German and Czech through the CLIL method
Abstract
The paper focuses on a language concept based on the principles of the CLIL method, integrating mathematics and German. This supporting language concept will include worksheets focusing on mathematical areas such as fractions, quantities and percentages.
In her work, the author asks to what extent this language concept influences the mathematics and German language performance of pupils with German as a foreign language and what common features can be found in the students' and teachers' reports. The aim of the research is therefore to identify potential barriers and potential supports, to verify the influence of the language concept on mathematical knowledge, to specify the development of language competence and to formulate relevant phenomena that emerge from guided interviews with teachers and from observations of pupils.