An operational framework for integrating content, cognition and language into planning for AEN mathematics learners within a CLIL context

Abstract

The growing diversity in Content and Language Integrated Learning (CLIL) classrooms, particularly the inclusion of Additional Educational Needs (AEN) learners, highlights an urgent need for research addressing their unique challenges. These students often face compounded difficulties, navigating the dual demands of mastering subject content and developing proficiency in the instructional language, with limited frameworks to support their needs. This article presents an operational framework for integrating content, cognition, and language into planning mathematics education for AEN learners. Grounded in theoretical approaches such as communicative competence, CAPA, and pluriliteracies, the framework addresses key challenges in developing mathematical literacy. The framework provides a structured approach for planning in multilingual classrooms, offering a foundation for educators and policymakers to create equitable and effective learning environments that support mathematics learners