Exploring CLIL based bilingual mathematics teaching for enhanced conceptual understanding

Abstract Multilingual classrooms are a common reality in Indian schools, where students often learn in a language different from their home tongue. With rising internal migration and the aspirational value of English, many schools have adopted an immersion model where English (Language 2) becomes the primary instructional medium. This shift has raised concerns about students' conceptual understanding, especially in mathematics, a subject demanding high cognitive engagement. To address this, the study explores a bilingual mathematics instruction model integrating Kannada (Language 1) and English (Language 2) within the Content and Language Integrated Learning (CLIL) framework, adapted for the Indian context. Researchers developed an innovative five-pillar pedagogical model comprising: (1) Dual Language Input, (2) Visual and Multimodal Support, (3) Contextualized Vocabulary Instruction, (4) Collaborative Meaning-Making, and (5) Reflective Assessment Cycles. This approach aims to offer both cognitive scaffolds and linguistic support to foster deeper conceptual understanding. An experimental study was conducted in six schools across three districts in Karnataka, involving 240 middle school students. The intervention featured bilingual instruction using the proposed model. Results showed a statistically significant improvement in students’ conceptual understanding compared to monolingual English instruction. This study adds to the growing evidence supporting bilingual education in content areas. It emphasizes leveraging students' linguistic resources, aligns with NEP 2020's focus on mother tongue-based multilingual education, and presents a replicable model for bilingual mathematics instruction.