Towards a Cognitive-Linguistic Turn in CLIL: Unfolding Integration

Abstract

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.

Evaluating Learners’ Satisfaction with a Distance Online CLIL Lesson During the Pandemic

“…It is understandable that those whose English proficiency is at advanced and lower levels were less satisfied with the ICLHE course delivered via distance education mode as there are noticeably fewer chances for elite students to use the target language due to the lack of group work or interaction, while low-level students cannot easily rely on peers’ assistance with their language output in online learning environments. Learners not only suffer higher cognitive loading in processing both language and content at the same time [ 79 ], but also employ different language learning strategies in the ICLHE classroom [ 105 ]. It seems they will feel overloaded if the classroom becomes virtual since they need additional learning strategies to manage and evaluate their learning achievements [ 9 ].…”

Assessing Language in Content and Language Integrated Learning: A Review of the Literature towards a Functional Model

“…However, the dual focus of CLIL might complicate the assessment, as teachers commonly doubt whether to place the focus on both content and language issues. In fact, due to the relevance of language in CLIL as the vehicle to express content knowledge and skills, language-related assessment issues are one of the most contested aspects of the CLIL literature (Raitbauer, Fürstenberg, Kletzenbauer, & Marko, 2018;Lo & Fung, 2018;Morton, 2018;Aiello, Di Martino, & Di Sabato, 2017;Llinares, Morton, & Whittaker, 2012;Massler, 2011;Kiely, 2009Kiely, , 2011Serragiotto, 2007). When it comes to deciding whether and how to assess language in CLIL, the following are common questions which arise.…”

Can Close Cooperation Between Esp/Clil Experts and Disciplinary Teachers in Higher Education Lead to Fostering English Education Environment.

“…al (2018) studied and described "in-tandem" teaching, which can bring novelty into students' learning and also contributes to the developing teachers' teamwork, collaboration and solving problem in English. Reitbauer et al (2018) suggest using the cognitive load theory while CLIL is implemented into education and recommended language specialists guide disciplinary teachers to help them accept the fact, that every teacher in some way can be a language teacher. They think "CLIL integration will become more effective and lead to better learning outcomes, since awareness of the respective teaching methodologies for content and language, as well as proper understanding of the functions of language and the human cognitive architecture."…”