ABSTRACT
This case study investigates whether bilingual classes in the social sciences can engender a perfect equilibrium of emotional and rational learning. After introducing the topic, the merits of the emotional turn, welcoming the presence of emotions in science and education, will be discussed. Thereafter, the nexus to language learning will be established. These two parts will be integrated into a new competence model aiming to promote global discourse competence. Those theoretical pillars define the roadmap for a “design-based action research” in a 10th grade content and language integrated learning (CLIL) classroom in politics and economics. The data reveals that code-switching languages can balance emotional and rational learning as a cornerstone of a pedagogy addressing today’s global challenges.
