PLANNING CLIL UNITS IN PRIMARY EDUCATION FROM A COGNITIVE PERSPECTIVE

Abstract

The Content and Language Integrated Learning (CLIL) approach has experienced a considerable growth and it is being progressively integrated into curricula all across Europe. It is a dual educational approach in which content and language must be combined. This approach introduces a new cognitive dimension which is missing in other language learning approaches by the addition of a new competence: using the language to learn. This study intends to analyze a lesson planning process of a CLIL Primary School Science lesson at a Spanish state school focusing on the cognitive dimension of the learning process of both Science content and foreign language skills.