Content teachers’ perceptions of science learning through CLIL: a perspective on cognitive complexity and cognitive load

An understanding of the limitations of human cognitive architecture and of Cognitive Load Theory is essential for CLIL teachers to successfully manage the cognitive and linguistic challenges that arise from content-language integration. Given the limited research on the dual-layered complexity of CLIL, this study aims to explore whether—and under what conditions—cognitively demanding science subjects, such as mathematics, physics, and chemistry, can be effectively learned through CLIL from the perspective of secondary education specialist teachers. In this exploratory qualitative study, the analysis of CLIL teachers’ responses to open-ended questions revealed that learners experienced a considerable cognitive load when assimilating scientific knowledge due to its abstract nature and subject-specific demands. Although most content teachers supported the feasibility and appropriateness of teaching and learning science through CLIL, they also recognised that learners struggle to grasp complex and abstract scientific concepts and topics. The results support the view that when scientific knowledge is too cognitively demanding, CLIL learners may even experience cognitive overload. Despite these challenges, the main finding emerging from this study suggests that science learning through CLIL is feasible, provided that cognitive load is strategically managed through appropriate pedagogical design, particularly via translanguaging pedagogy and multimodal scaffolding.