Results, drawn from naturally occurring classroom interactions in CLIL environments collected in Switzerland, are used to argue that a theoretical proposal can be made about the specific impact that CLIL has on second language learning. Based on the observation of a combination of qualitative and quantitative data, it will be claimed that CLIL offers a learning environment which favourably influences the conditions of L2 use and, therefore, its acquisition. Specifically, the model suggested here argues for a pragmatic effect – the mask effect – which is taken to facilitate the spoken production of CLIL students. This effect is related to current research in the cognitive psychology of bilingualism as it links the mask effect with an ability to focus on the relevant aspects of the task at hand while inhibiting irrelevant ones.
Wallbridge, Christopher D., Rianne van den Berghe, Daniel Hernández Garcia, Junko Kanero, Séverin Lemaignan, Charlotte Edmunds & Tony Belpaeme
2018. Proceedings of the 6th International Conference on Human-Agent Interaction, ► pp. 54 ff.
2017. Tuning university undergraduates for high mobility and employability under the content and language integrated learning approach. International Journal of Bilingual Education and Bilingualism 20:6 ► pp. 607 ff.
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