An Exploration of the Link between Language and Cognition
From Vygotsky’s Sociocultural Theory to CLIL
In this article, we will explore the work of several scholars who, albeit operating in different contexts, have adopted Vygotsky’s Sociocultural Theory as a starting point for their research. First of all, Vygotsky’s work will be briefly presented; second, Barnes and Mercer’s research on L1 and cognition will be commented; third, Swain’s research in immersion contexts will be shortly outlined; finally, the CLIL environment will be explored. The fil rouge which bonds all these contributions is the belief according to which language does not just ‘carry’ information but shapes thought.