Ins lingua i

T H R O U G H A F O R E I G N L A N G U A G E
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• CLIL may be implemented in a variety of ways and in very different
situations as it encompasses many different forms of teaching. CLIL can
refer to the whole year instruction of one or more subjects – such as bio-
logy, history or maths – or the teaching of a module on a specific topic,
or as part of a regular course (e.g. the French Revolution or air pollu-
tion).
• CLIL aims to create an improvement in the second language competen-
ce and development of knowledge and skills in the other non-language
areas. In order for this to occur, it is necessary to create adequate condi-
tions both from the point of view of organisation and teaching. When
CLIL is introduced, some rearrangement of content, language or timing
may be necessary.
• In Europe CLIL mostly applies to the teaching of a non-community lan-
guage such as French in Austria or Spanish in Italy but it can also be
used for the teaching of a second language in a bilingual context, e.g.
Italian in South-Tyrol.
1.2 Language learning assumptions in CLIL
CLIL is based on sound theoretical premises and has been trialled for a
number of years in various locations. The many children that have already
experienced CLIL all around Europe have proven the approach non-
detrimental and mainly successful as regards both language and content.
The main language learning assumptions of CLIL concern quantity and
quality of exposure to the foreign language as well as increased motivation
to learn. 
Quantity of exposure
Research on second language acquisition has shown that considerable
exposure to naturally-occurring language is necessary to ensure the
achievement of a good level of competence in the L2. Learners need to have
access to spontaneous speech, preferably in an interactive context where
they can obtain plenty of information on the structure and the functioning