The integration of mathematics and science teaching and learning facilitates student learning, engagement, motivation, problem-solving, criticality and real-life application. However, the actual implementation of an integrative approach to the teaching and learning of both subjects at classroom level, with in-service teachers working collaboratively, at second-level education, is underresearched due to the complexities of school-based research. This study reports on a year-long case study on the implementation of an integrated unit of learning on distance, speed and time, within three second-level schools in Ireland. This study employed a qualitative approach and examined the key aspects of practice that impact on the integration of mathematics and science teaching and learning. We argue that teacher perspective, teacher knowledge of the 'other subject' and of technological pedagogical content knowledge (TPACK), and teacher collaboration and support all impact on the implementation of an integrative approach to mathematics and science education.

Ireland has two official languages-Gaeilge (Irish) and English. Similarly, primary-and second-level education can be mediated through the medium of Gaeilge or through the medium of English. This research is primarily focused on students (Gaeilgeoirí) in the transition from Gaeilge-medium mathematics education to English-medium mathematics education. Language is an essential element of learning, of thinking, of understanding and of communicating and is essential for mathematics learning. The content of mathematics is not taught without language and educational objectives advocate the development of fluency in the mathematics register. The theoretical framework underpinning the research design is Cummins' (1976). Thresholds Hypothesis. This hypothesis infers that there might be a threshold level of language proficiency that bilingual students must achieve both in order to avoid cognitive deficits and to allow the potential benefits of being bilingual to come to the fore. The findings emerging from this study provide strong support for Cummins' Thresholds Hypothesis at the key transitions-primary-to secondlevel and second-level to third-level mathematics education-in Ireland. Some implications and applications for mathematics teaching and learning are presented.

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Background The growing population of students that are learning science through a Content and Language Integrated Learning approach (CLIL) has led to concerns about these students’ ability to fully participate in a rich classroom discourse to develop content knowledge. A lack of information about science development through classroom discourse in CLIL settings brought us to focus on the questions teachers ask in upper secondary CLIL biology classrooms. Our aim was to understand how these questions effect science content learning opportunities. A multiple-case study design was implemented to examine and understand the complexities of teacher-student interactions. Data were collected in three case studies, each located in a different school (two in Germany and one in Italy), where CLIL senior secondary science classrooms were observed and audio-recorded. Classroom talk transcripts were analyzed using a mixed methods approach to discourse analysis. Results Findings suggest that a teacher’s strategic use of questions has the potential to promote both science understanding and science language development. Questioning contingent on students’ answers was observed to both promote content understanding and to lessen the linguistic demand on CLIL students by splitting both reasoning processes and language production into more manageable units. In addition, a higher level of cognitive engagement was present only when students managed to participate in the classroom discourse with answers longer than single utterances. To allow students to actively participate in the classroom discourse, teachers were observed adopting and promoting translanguaging practices, that is, the flexible use of more than one linguistic code. Furthermore, teachers asked language-related questions that promoted both understanding and use of disciplinary language. Conclusions The questioning practices observed in this study offer both practitioners and researchers ways of understanding issues of content access in upper secondary CLIL science classrooms. We recommend STEM teachers in CLIL settings not to oversimplify the linguistic demand on students, as this leads to an oversimplification of content. To lessen the linguistic barriers, practical strategies are recommended to support both cognitively and linguistically productive questioning in STEM CLIL classrooms.

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The explosion of Gaeilge (Irish)-medium primary and secondary schools has played a crucial role in the rebirth of our native language in Ireland. The popularity of attending Gaeilge-medium education is significant, and continues to increase annually (Gaeilscoileanna Teo 2008). However, the majority of Gaeilgeoirí (students who learn through the medium of Gaeilge) face an imminent transition to English-medium mathematics education, be it at second or third level education. This paper presents a theoretical model for investigating the transfer between different languages for learning mathematics and for interpreting the findings emerging from the Irish context. Key findings include that Gaeilgeoirí at secondary level experience a disadvantage when assessed through the medium of English; at both transitions Gaeilgeoirí experience difficulties with the syntax, semantics, and mathematics vocabulary of the English mathematics register; and at third level Gaeilgeoirí are unaware of the language difficulties that they are experiencing.