The aim of Cognitive Discourse Analysis (CODA) is to gain insights about concepts and complex cognitive processes by a close look at how people verbalise their thoughts (Tenbrink 2015). Although clearly empirical, the linguistic descriptive models are insufficient in our discussion about learning and the cognitive models shift the focus from language to thought. This case study does not seek to describe language; but rather to ‘reassemble’ learning. Using case study this contribution will address two reflective questions for any CLIL instructor.
• What does developmental language look like in CLIL contexts?
• And (ii.) Does language performance have to be perfect to show cognitive learning?
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