%0 Journal Article %T The advantages of listening to academic content in a second language may be outweighed by disadvantages: A cognitive load theory approach %+ Laboratoire Cultures, Éducation, Sociétés (LACES) %+ Dynamique des capacités humaines et des conduites de santé (EPSYLON) %+ University of New South Wales [Sydney] (UNSW) %A Roussel, Stéphanie %A Tricot, André %A Sweller, John %< avec comité de lecture %@ 0007-0998 %J British Journal of Educational Psychology %I Wiley %8 2021 %D 2021 %R 10.1111/bjep.12468 %Z Computer Science [cs]/Human-Computer Interaction [cs.HC] %Z Computer Science [cs]/Technology for Human Learning %Z Computer Science [cs]/Information Retrieval [cs.IR] %Z Cognitive science/Psychology %Z Humanities and Social Sciences/Education %Z Humanities and Social Sciences/Library and information sciencesJournal articles %X Background. It is frequently implicitly assumed that advantages in language acquisitionwhen learning content through a second language exceed the disadvantages of reducedcontent acquisition.Aims. Based on cognitive load theory, that assumption was tested experimentally. Thetheory is concerned with techniques for reducing extraneous working memory load inorder to facilitate learning.Materials. This study used a listening task.Methods. French students of Law and Political Science listened to an audio documentabout the European Court of Humans Rights under one of four experimental conditions:in their native language (French) twice; in a second language (German) twice; first inFrench, then in German; or first in German then in French. After the listening task, wetested students’ understanding of both the German language and of the academic content.Results. Our results indicated that listening to the content in French before listening toit in a second language was beneficial for both content and language learning. In contrast,listening to content in a second language not only depressed content acquisition as is to beexpected, but also depressed language acquisition. We discuss the relevance of cognitiveload theory to frame learning tasks aimed at teaching content through a second language. %G English %2 https://univ-montpellier3-paul-valery.hal.science/hal-03554823/document %2 https://univ-montpellier3-paul-valery.hal.science/hal-03554823/file/RousselSwellerTricot_2022.pdf %L hal-03554823 %U https://univ-montpellier3-paul-valery.hal.science/hal-03554823 %~ SHS %~ TICE %~ UNIV-MONTP3 %~ EPSYLON %~ UPVM-TI