The CLIL Matrix refers to a ____ for analysing and assessing the cognitive and linguistic challenges our teaching materials present for learners. One of the greatest challenges for CLIL teachers is to develop a learning environment which is linguistically ____ whilst being cognitively ____- one in whichprogression in both language and content ____ develops systematically. For example, over a series of lessons, a CLIL teacher may choose to work with a ____ of tasks which follow a route from ____ linguistic and cognitive demands to ____ linguistic and cognitive demands. Task A may aim at instilling ____ in the learners by starting with familiar work first. Task B may use ____ language, but this task may make cognitive demands on the learners by introducing ____ concepts whilst using visuals to ____ the new knowledge. Task C may continue to develop new knowledge, but this time the language demands may involve ____ familiar language into more complex structures required for the activity. The final task, D, may incorporate new language and ____ content where the learners are engaged in ____ group work ____ by technological and teacher mediation.

The CLIL Matrix

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