The aim of this paper is to unfold the process of integration in CLIL by describing the role of the cognitive processes involved in the construction of knowledge. While there has been extensive research of various aspects of CLIL, the actual process of integration of content and language has largely been neglected. Therefore, this paper argues that the role of language in building knowledge has to be stressed further and made transparent to CLIL practitioners, particularly in “hard” versions of CLIL. Raising teachers’ awareness of the epistemic function of language and drawing their attention to the human cognitive architecture can help them achieve a higher level of understanding of the process of integration of content and language. Using the example of a task taken from a training course for CLIL teachers, this paper describes how a focus on the cognitive architecture of learners can improve the integration of content and language in CLIL.

CLIL teachers, particularly in tertiary “hard” CLIL settings, tend to underestimate the role of language for developing conceptual understanding of new content. Nevertheless, they consistently engage with English outside the classroom and even report a variety of activities that they carry out in English with the explicit hope that this will improve their language skills. However, they do not seem to develop transfer strategies that would allow them to benefit from this language engagement in their teaching. The results of a nation-wide study on CLIL teacher wellbeing in Austria confirmed this disconnect, prompting our present follow-up study, which aims to combine teacher training and research and to raise tertiary CLIL teachers’ levels of Teacher Language Awareness (TLA). By means of an online questionnaire, class observations and stimulated recall interviews, we explored teachers’ conceptualization of language, specifically their awareness of the language needed for effective content teaching. Results suggest that research-based TLA coaching must be part of CLIL teacher training to resolve the disconnect between the general communicative functions of language, on the one hand, and the pedagogical functions of language, on the other hand. This can help teachers unlock the potential of their existing language engagement for improving their classroom discourse and practices.

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The importance of digital data in forensic contexts has been increasing continuously (e.g., Grant 2013; Layton, Watters & Dazeley 2010; Wright 2013), with individuals holding an average of 8.5 different social media accounts in 2018 (Statista 2021a). Even though numerous studies have investigated registers on social media platforms (e.g., Seargeant & Tagg 2014; Zappavigna 2013), it has rarely been attempted to describe individual styles of one and the same person on different platforms – a research gap this paper attempts to address with the help of an exploratory hypothesis-generating study. The data is drawn from Instagram and Twitter, and comprises 1,800 posts from three media representatives and/or writers that hold accounts with both platforms. The results of the analysis suggest that the use of some features (e.g., emoji, hashtags) is strongly influenced by the respective platforms, while other features (e.g., patterns of punctuation, use of types of speech acts) remain stable and thus offer promising avenues for authorship analysis.

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