Disciplinary literacy in high school CLIL Mathematics: a CEFR descriptor-based study

Abstract

This study investigates the extent to which the Common European Framework of Reference for Languages (CEFR)-linked descriptors are transferable to mathematical and disciplinary literacy in Mathematics through Content and Language Integrated Learning (CLIL). It was conducted in mainstream Grade 12 Mathematics classes at a state high school in Türkiye, where mathematical content was delivered primarily through English, with strategic use of students’ L1 during peer interaction for scaffolding purposes. Peer learning tasks were embedded within regular Mathematics lessons and supported through coordination with language classes, enabling students to engage with mathematical content and disciplinary discourse collaboratively. In this study, the participants were 28 Grade 12 students Mathematics and language classes in a state high school. This study employed a qualitative-dominant mixed-methods design that combined classroom observations and semi-structured focus group interviews. Data were analyzed using thematic analysis, with CEFR-linked descriptors applied consistently to trace learners’ use of Cognitive Discourse Functions (CDFs). This study showed that in Mathematics, the peer learning trajectories enhanced learners’ use of CDFs, such as defining, categorizing, and describing. The findings further demonstrated that CEFR-linked descriptors were effectively presented in developmental trajectories in Mathematics. This study can provide valuable insights into refining disciplinary literacy frameworks in multilingual education and advancing mathematical literacy in CLIL Mathematics contexts. To our knowledge, this is the first empirical study to report the intersection of CEFR-linked descriptors, CDFs, and peer learning in Mathematics, thereby addressing a critical research gap in CEFR-linked disciplinary and mathematical literacy studies.