Generative AI Meets Computational Thinking for CLIL Writing Task Design

This contribution presents a structured three-phase model based on computational thinking, showing how teachers can interact with Gen AI to develop B2 writing production skills for a CLIL science class. We hypothesise a scenario where the class has studied the water cycle and the teacher engages students in a writing task. This contribution may be useful in showing how computational thinking can be used to structure the interaction between teachers and AI tools when designing CLIL writing activities. Through task decomposition, targeted prompting, and reflective follow-up, teachers can generate and adapt materials that meet the dual challenge of language skills improvement and content learning. In doing so, the teacher remains central to the process, not only as a Gen-AI user, but as designer, evaluator, and pedagogical guide.