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In this context, the linguistic side of CLIL can draw on results from neuro-biological research (cf. Müller 2003, Videsott 2009, Ellis 1994) describing mental processes of language representation and functions. One of the findings has observed minor neural networking in processing abstract concepts, necessitating to anchor abstract contents in multi-modal ways and to include affective situations in language teaching such as role plays, cooperative learning and active participation in teacher-student dialogues. As tangible content effects greater neural networking the assumption of a definite language center in the brain seems to be evident—the question only is whether this capacity is innate or a result of active learning and whether there is a sensitive phase of this learning process/language acquisition in terms of student-age. A related finding concerns the neural transmission of L1 and L2 acquisition and if different parts of the cortex are involved; in this process neural substrate was found in different parts of the brain after seven years of age, on the other hand changes in the physiology of the brain during L2 acquisition were only established between the ages of 13 and 16 (Müller: 173). Neurophysiological examinations have, additionally, not been able to show coherent results of the existence of a sensitive or critical age of language acquisition in the long run (cf. ibid.: 174, Meisel: 200 f).

Most neurobiological studies refer to the question if a joint neural network is used for the acquisition of L1 and L2. It appears that late L2 learners’ language can be located in the left part of the cortex, the so-called Broca area, the part of the brain connected to speech production (Videsott: 162). Overall, a comprehensive neural network is observed in the classic language environment, including Wernicke’s area which is the part of the cerebral cortex linked to the comprehension of written and spoken language (ibid.: 160). But many issues in the neural context of language acquisition remain unresolved; a common denominator, however, regards the L2 learning process as being influenced by languages that the learner already knows and confirms language transfer, especially as a bidirectional cross-linguistic influence.

Activating different cerebral areas for language comprehension and production remains a very complex process, depending—apart from its neural location—on additional factors like exposure, age, fluency, motivation, proficiency and learning strategies. The latter are, at least in school settings of foreign language instruction, often based on pseudo-communicative situations: a teacher too often keeps asking questions the answers to which s/he already knows. Much more effective would be the negotiation of meaning as a real process of communication by which the students have the occasion to produce more spontaneous output and gain more insight in their own learning processes and thus the aforementioned language awareness:

Language Awareness can be defined as explicit knowledge about language, and conscious perception and sensitivity in language learning, language teaching and language use.

It covers a wide spectrum of fields. For example, Language Awareness issues include exploring the benefits that can be derived from developing a good knowledge about language, a conscious understanding of how languages work, of how people learn them and use them.

Can we become better language users or learners or teachers if we develop a better understanding? And can we gain other advantages: e.g. in our relations with other people and/or cultures, and in our ability to see through language that manipulates or discriminates? Language Awareness interests also include learning more about what sorts of ideas about language people normally operate with, and what effects these have on how they conduct their everyday affairs: e.g. their professional dealings. (https://lexically.net/ala/la_defined.htm. Last viewed 03/05/2021.).

Overall, many standards of language learning have been confirmed by neuro-cognitive research, especially the fact that learning engages the entire person in terms of cognitive, affective and psycho-motoric domains. The research, however, has also indicated that many traditional language-teaching strategies are quite inefficient (Ellis 1994) and that the focus on teaching grammar and vocabulary does not lead to accurate and fluent L2 usage. Students need to be given opportunities to practice and use their language skills in communicative situations:

For language development to occur, interaction has to take place; language cannot be acquired passively. Although imitation and habit forming do have a role in language acquisition, children seem predisposed to acquire speech and competency in language by being able to map language, possibly onto what Noam Chomsky calls a ‘language acquisition device.’ (Lanir 2019: n.p.).