Trialling the 4C framework in an Indian grade 3 mathematics classroom

Abstract

This thesis describes an action research carried out in a Grade 3 maths classroom in a low income, English medium school in Mumbai, India. The maths teacher in the study used the 4C model proposed by Do Coyle (2010) as a framework of Content and Language Integrated Learning (CLIL) for teaching maths in English to students whose exposure to English outside the classroom was negligible. The aim of this research was to understand from a teacher’s perspective how the 4C framework contributed to this specific context and how group-work enhanced the 4C framework.

The action research was carried over a period of nearly five months in three cycles. Through the entire duration of the action research, the conversation with the teacher was recorded and it was analysed using qualitative content analysis to answer the research questions.

The research study found that from the teacher’s perspective the 4C framework helped in delivering engaging, high rigour lessons with positive implication for the student’s oral language and content knowledge. Her reinterpretation of culture in the 4C framework adds an additional dimension to the discussion of 4C. According to the teacher, group-work was beneficial in engaging the students and improving their language and content knowledge. However, the teacher faced certain conflicts in implementation of the group-work and restricted this to 2-3 times per week.

This study directly contributes to the TFI context in providing an alternate methodology to approaching content teaching in an English medium classroom. To the wider CLIL community, it provides insight into how the 4C framework works in a classroom.