ABSTRACT
This chapter reviews research conducted on cognitive processes in the framework of content and language integrated learning (CLIL). The review aims to scrutinise results and empirical evidence on the possible benefits of CLIL in terms of the activation of students’ cognitive processes and the relation with higher-order thinking skills (HOTS) and lower-order thinking skills (LOTS). The notion of cognition and its relevance within CLIL’s 4Cs (cognition, communication, content, and culture) framework will be critically reviewed by analysing the main findings reported to date. Finally, the concluding remarks will underline the need for further research and empirical evidence on the activation of cognitive processes in CLIL.
