Abstract:

CLIL (Content and Language Integrated Learning) entails teaching content subject through a foreign language while enhancing content knowledge and language acquisition concurrently. To achieve this dual objective, lessons need to be carefully organized and teaching/learning materials need to be skillfully devised by instructors to help students manage CLIL learning in an effective way and prevent learners from experiencing cognitive overload.
The present study aims to show how course-tailored corpus-informed activities can be devised and used to promote both content and language in CLIL learning environments in higher education. Technology-enhanced corpus-informed activities are described along with paper-based corpus-informed activities. The information provided and analyzed in this study can be especially useful to content instructors who need to implement CLIL lessons at the tertiary level.