Abstract Content and Language Integrated Learning (CLIL) is a dual-focused pedagogical approach in which a foreign language is used for the learning and teaching of both content and language. CLIL specialists have recommended different types of scaffolding techniques, mainly in relation to language use. However, there is increasing interest in multimodal scaffolding techniques involving language in combination with visual resources. Within this context, visual thinking methodology is considered here as a potentially valuable tool for mediating CLIL. Using a Systemic Functional Multimodal Discourse Analysis (SF-MDA) approach, this study aims to identify several features of visual thinking that could help scaffold CLIL in the science classroom. Some strategies are proposed, both to promote acquisition of scientific language and to facilitate the development of content knowledge. The approach is explored in relation to students’ understanding and communication of complex scientific knowledge in a foreign language in upper secondary education.

中文翻译：

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通过视觉思维在科学课堂中搭建 CLIL：一种系统的功能多模态方法

摘要 内容与语言综合学习（CLIL）是一种双重点的教学方法，其中使用外语进行内容和语言的学习和教学。CLIL 专家推荐了不同类型的脚手架技术，主要与语言使用有关。然而，人们对涉及语言与视觉资源相结合的多模态脚手架技术越来越感兴趣。在这种情况下，视觉思维方法在这里被认为是调解 CLIL 的潜在有价值的工具。本研究使用系统功能多模态话语分析 (SF-MDA) 方法，旨在确定视觉思维的几个特征，这些特征可以帮助在科学课堂中构建 CLIL。提出了一些策略，既促进科学语言的获得，又促进内容知识的发展。该方法与学生在高中教育中用外语理解和交流复杂的科学知识有关。