Abstract
When learning a second foreign language, students often face numerous problems, one of which is the lack of linguistic resources of the language being studied. The most effective solution to this problem can be the use of methodological supports (scaffolding) in the context of Content and Language Integrated Learning (CLIL). This article examines the possibility of using visual thinking as a potentially valuable multi-modal tool for the development and understanding of scientific content by students in the context of CLIL through discourse analysis. It is known that the discourse has a focus on pragmatics, on various linguistic situations, on communication and on the text as a whole. It is assumed that discourse and its analysis are considered as a process and a result in the form of a text at the same time.