Navigating cognitive and linguistic demands in CLIL classrooms: Pedagogical strategies for dual-focused learning

Abstract

In Content and Language Integrated Learning (CLIL) classrooms, students face the dual challenge of mastering subject content while simultaneously using a second language, which can often lead to cognitive overload. This presentation evaluates pedagogical strategies grounded in cognitive load theory (Sweller, 1988), sociocultural theory (Vygotsky, 1978), and translanguaging (García, 2009), reframing these challenges as opportunities for instructional enhancement.

A content-language interleaving approach is proposed, alternating between content exploration and language-focused tasks to optimize cognitive resource allocation and enhance retention. Dynamic scaffolding, guided by sociocultural theory, involves real-time adjustment of instructional support based on formative assessments, aiming to align with students' evolving needs within their zone of proximal development. Conceptual translanguaging moments are also expected to leverage students’ linguistic repertoires, allowing them to process complex concepts in their first language before articulating their understanding in English, deepening comprehension and reducing cognitive strain.

A case study from a private secondary school for Hong Kong students in mainland China, where a majority of Mandarin-speaking students engage with scientific content in English, illustrates the practical application of these strategies. By synthesizing theoretical insights and empirical data, this presentation offers evidence-based approaches for addressing the cognitive and linguistic demands of dual-focused learning environments.