Pre-Task Planning for Speech Production in CLIL


Content and language integrated learning (CLIL) appeared on the scene much at the same time as the early proposals for task-based language teaching (TBLT). Both share the assumption that language learning is most effective when learners predominantly use language for real-life, meaning-oriented purposes. However, learners’ primary focus on content leads to less attention being available to be devoted to the language since concurrently attending to meaning and form results in cognitive overload for learners (Skehan, 1998). This meaning priority, however, is considered to be manipulable by pre-task planning opportunities. This project thus explores the following questions:      

  • how can the right set of pre-task planning activities free up CLIL learners’ attentional resources when they work on content-tasks in geography or history?
  • what learners do during the pre-task planning time and do they find their planning activities effective?
  • Are their planning behaviors related to the quality of their speaking product, and could they be trained to plan more effectively?

The results of this project will illuminate effective planning behaviors which CLIL learners can be trained to use before the performance of tasks in their CLIL content lessons.


Dr. Sima Khezrlou

Sima Khezrlou joined the University of Vienna in April 2023. She received her PhD in TESOL from Urmia University, Iran in 2016. During the completion of her PhD (Sep. 2015-Mar. 2016), she received a scholarship from the Ministry of Science, Research and Technology in Iran to visit the University of Auckland, New Zealand. Her research interests include second language acquisition, task-based language teaching, form-focused instruction, CALL, and CLIL. For more information on Sima’s work, visit her univie webpage.

Univ.-Prof. Mag. Dr. Christiane Dalton-Puffer

Christiane Dalton-Puffer is professor of English Linguistics at the University of Vienna. She is the author of Discourse in CLIL classrooms (Benjamins, 2007) and numerous journal articles. She has also edited books and journal issues on CLIL. Her current research focus is on how teachers and students use language to express facts and concepts in working towards the curricular learning goals of specialist subjects. For more information on Christine’s work, visit her univie webpage.