Development of low- and high-demanding tasks for the Greek primary school CLIL programme

Panagiota Grammatikopoulou


The study aims to investigate how a framework that develops tasks on a continuum from less to more demanding ones applies in the Greek primary school CLIL programme for the subject of Geography in English. A class of 19 6th-grade learners participated in the study. The framework was based on Cummins’ CLIL Matrix (1984); tasks of different cognitive and linguistic demands were performed by the target learners. Their performance was measured; classroom observations were carried out; questionnaires were delivered to the learners to examine their reactions and difficulties concerning the specific tasks. The results showed that the proposed framework can be successful within the particular CLIL context. Further research is required, however, to draw safer conclusions.


CLIL, tasks, cognitive demands, linguistic demands, Greek primary CLIL context

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