The pragmatics of L2 in CLIL
Results, drawn from naturally occurring classroom interactions in CLIL environments collected in Switzerland, are used to argue that a theoretical proposal can be made about the specific impact that CLIL has on second language learning. Based on the observation of a combination of qualitative and quantitative data, it will be claimed that CLIL offers a learning environment which favourably influences the conditions of L2 use and, therefore, its acquisition. Specifically, the model suggested here argues for a pragmatic effect – the <i>mask effect</i> – which is taken to facilitate the spoken production of CLIL students. This effect is related to current research in the cognitive psychology of bilingualism as it links the <i>mask effect</i> with an ability to focus on the relevant aspects of the task at hand while inhibiting irrelevant ones.