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c) parents’ interest and students’ motivation to learn a specific modern lan-
guage (as instrumental in vocational studies, for example) and their sen-
sitivity to plurilingualism and European citizenship
d) specific learning objectives and expected outcomes 
e) how to link CLIL to the subject curriculum: such links can be defined
and practised permanently, for instance in history modules which can
be developed in a second language. However, it is possible to link CLIL
to special topical events and to school projects, such as international
exchanges, music, theatre, sporting events, art exhibitions, partnerships,
etc.
Primary school CLIL 
teaching in Austria
The classroom teacher is a generalist who divides the teaching day into
activities carried out in the native or foreign language. The teacher has
the flexibility to choose the time, subject and activity according to the
needs of young learners. As most of the teaching in primary school is
oral, and the teacher is the only model for the learner, it is essential that
the teacher is proficient in the L2. The classroom teacher has the
methodology and experience in teaching young learners and knows their
needs and interests.
With the exception of mother tongue teaching, CLIL can be integrated into
all subjects. The primary school curriculum also contains many topics and
projects that can be incorporated into CLIL. For instance, mathematics can
be taught with limited vocabulary and with considerable use of
manipulative experiences. 
In primary school general studies deal with the immediate environment of
the learner, and are based on experience and discovery.