CLIL Essentials

1.4 Cognitive skills across the curriculum

Participant worksheet

Cummins framework
Read the description on Cummins framework and select the appropriate words in A D in the diagram below. The
first one has been done for you.

To demonstrate how tasks can be made easier or harder, when learning content in a second language Cummins
created a framework. He states that difficulty depends on a partnership between cognitive challenge and contextual
support.
For example a cognitively undemanding task would need little thinking and be more mechanical such as write the
names of the shapes under the pictures (with the names of the shapes in a box above) or a gap fill with only regular
past simple verbs. A cognitively demanding task requires deeper thinking skills and problem solving, such as a
workman wants to cover a wall (4m by 5m) with tiles. He can use triangle, diamond, square or rectangular tiles.
Measure the tiles below and decide which shape would need the least number of tiles to cover his wall.
The top row of the framework represents written or oral tasks that are cognitively undemanding while the lower row
represents tasks that are more academically demanding requiring more thought processing and language skills.
Within each square, language skills can either be supported through the use of familiar concepts, pictures, graphs,
gestures etc. (context embedded) or presented as spoken or written texts alone (context-reduced). The more
contextual support given, the easier it is for the learners.
As you move right in the framework (from A to B and from C to D) activities are less familiar and have less
contextual support.
So following the framework you will notice that tasks become more challenging in order from A to D. Within a CLIL
context you will have to analyse exercises in your course books, decide in which quadrant the task lies and if
necessary, identify how you can shift the challenge into quadrant A instead of B or C instead of D.

Cognitively demanding / undemanding

Context embedded / reduced

Cognitively demanding / undemanding

Context embedded / reduced

Cognitively demanding / undemanding

Context embedded / reduced

Cognitively demanding / undemanding

Context embedded / reduced

Adapted from Reiss, J. (2005) Teaching Content to English Language Learners, Longman (chapter 2)

1.4 Cognitive skills across the curriculum

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