Content and (English) language integrated learning (CLIL) applied to math lessons

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). There 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. Some shortcomings of the present study and recommendations for further studies of this topic were enclosed as well.