DESIGNING MULTIMODAL MATERIALS FOR CLIL-BASED INSTRUCTION
DOI :
https://doi.org/10.5281/zenodo.17627094Résumé
This article examines the pedagogical foundations, design principles, and practical implications of creating multimodal instructional materials within the Content and Language Integrated Learning (CLIL) framework. With the rapid digitalization of education, multimodality has become essential for enhancing comprehension, supporting cognitive processing, and promoting both linguistic and subject-specific competence. Through a theoretical and analytical approach, the paper highlights strategies for designing multimodal resources tailored to technical education, particularly in fields such as information technology and cybersecurity. The study concludes that multimodal CLIL materials significantly enhance learner engagement, conceptual understanding, and academic language development, provided that they are designed systematically and grounded in cognitive and pedagogical theory.
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