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Abstract
This study explores Content-Based Learning (CBL) as a multidimensional approach to language acquisition that transcends traditional instructional boundaries. The research investigates the neurocognitive mechanisms underlying effective content and language integration, analyzing how authentic disciplinary content serves as a catalyst for deeper linguistic processing. By examining the sociocultural dimensions of CBL implementation across diverse educational contexts, this study identifies critical success factors including learner identity development, disciplinary discourse acquisition, and the cultivation of multilingual academic literacies through strategically designed content-language interactions.
References
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