Journal of Immersion and Content-Based Language Education· 2026Q1
Interweaving pedagogy, content, language, and technology
- 1citations
- Q1SCImago
- 2026year
Short summary
Digital tools like Desmos and GeoGebra supported distinct math literacies (procedural, graphical, modeling, terminological) in CLIL classrooms, but their effectiveness hinged on teachers' TPCALK, and their monolingual design limited bilingual support.
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Key points
- Digital tools (Desmos, GeoGebra, GimKit, Quizlet) supported procedural, graphical, modeling, and terminological literacies in CLIL math.
- Teacher's Technological Pedagogical Content and Language Knowledge (TPCALK) was crucial for the effective integration of these tools.
- Digital tools enhanced student engagement and multimodal reasoning.
- The monolingual design of digital tools posed a constraint on bilingual scaffolding in CLIL math classrooms.
AI-generated from the title and abstract; the full text is not read.
Abstract
Abstract Research in Content and Language Integrated Learning (CLIL) is beginning to examine learners’ development of bi-/multilingual disciplinary literacies (BMDLs). Digital technologies play a key role in this process, yet little is known about how teachers integrate them in CLIL mathematics classrooms. This article presents a comparative case study of two secondary mathematics teachers: one in an English-medium school in Spain, the other in an Irish-medium school in Ireland. Data were generated through semi-structured interviews and resource-stimulated recall sessions, and analyzed thematically within and across cases. Findings show that tools like Desmos, GeoGebra, GimKit, and Quizlet supported distinct literacies — procedural, graphical, modeling, and terminological — but their effectiveness depended on teachers’ technological pedagogical content and language knowledge (TPCALK). While digital tools increased engagement and multimodal reasoning, their monolingual design constrained bilingual scaffolding. The study concludes that BMDL-sensitive design and explicit attention to language are essential in CLIL mathematics pedagogy and recommends further classroom-based research.
The authors' abstract, as published at the source. Journal of Immersion and Content-Based Language Education, 2026 · DOI ↗
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Field: Literature and Literary Theory
Literature and Literary TheoryArts and Humanities