HARMONISING DIALOGUE AND CLIL: AN APPLICATION IN THE GEOLOGY CLASSROOM

Abstract The paper discusses the importance of dialogue in foreign language learning based on current research studies at the tertiary level. The paper is divided into four parts: cognitive-emotional prerequisites, learning dialogue through the profession for geology students, the use of science comics and geoforensics, and the "flipped classroom" as a model of proactive learning. This triangulated approach aims to bridge the gap between academic content and language, offering the integration necessary for the coming multidisciplinary era.