Implicit Learning as a Neglected Key Concept in CLIL Learning

Abstract

This contribution develops the idea that implicit learning and its influence on the brain constitute a key concept for understanding the underlying mechanisms of subject-language integration (CLIL). It thus aims to contribute to the reflection on a comprehensive theory underlying the success of the CLIL approach. It will show (i) that the way in which CLIL perceives learning has profound, even hidden, consequences on its results and (ii) which language teaching techniques should be developed to exploit this knowledge. Learning will first be briefly discussed. The concepts of explicit and implicit learning, and specifically CLIL learning, will then be examined. Its importance for brain development will then be highlighted. CLIL outcomes and their side effects will be examined with regard to the brain, aging, and dyslexia. The final sections will address the pedagogical implications of implicit learning for classroom activities, teacher training, and parent contact. This theoretical contribution draws on the findings of more than twenty years of research and experience, primarily in Belgian CLIL schools.