A pluriliteracies approach builds on CLIL approaches to help
learners become better meaning-makers, who can draw
on content knowledge to communicate successfully across
languages, disciplines and cultures. In this way it promotes
deep learning and helps develop responsible, global citizens.
Available in English
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Available in English and French
The resources provide tools which help to clarify, develop and
implement plurilingual, intercultural and inclusive whole-school
policies in different contexts in ECML member states.
Available in English and German
Inhaltsorientiertes Fremdsprachenlernen in der Grundschule heißt, die Fremdsprache nutzen, um sich Zugang zu Sachwissen und Sachinformationen zu verschaffen. Dieser Ansatz soll dazu beitragen, das Wissen aus den verschiedenen Disziplinen miteinander zu vernetzen und schließlich zu einem besseren Verständnis der uns umgebenden Welt führen. Die Publikation bietet dazu fächerübergreifende Module an, die universelle und zeitlose Themen behandeln und die einen speziellen kulturellen Bezug zum jeweiligen Zielsprachenland haben. Die Module enthalten die Beschreibung der Unterrichtsaktivitäten, Dokumente für die Lehrkräfte und Material für die Schülerinnen und Schüler. Alle Materialien können von der Internetseite heruntergeladen werden.
Available in French and German.
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The publication provides insights into different forms and ways of putting into practice content and language integrated learning (CLIL) in primary and secondary education, pre- and in-service teacher education, as well as in the field of research and school development. It promotes the CLIL approach to a wider target public, beyond the area of specialists.
Available in English and German.
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La théorie et la pratique de l’enseignement d’une matière par l’intégration d’une langue étrangère (EMILE, également appelé « formation bilingue ») sont présentées et complétées par des exemples tirés à la fois des classes de langues et des classes dematières. Il s’agit d’un manuel de formation pour l'enseignement des disciplines non linguistiques en langues française et allemande s'adressant à la formation initiale et continue.
La publication est parue dans sa version française aux éditions Peter Lang et peut être acheté sur le site web de l’éditeur. Une version allemande paraîtra en 2012
Available in French.
Educational institutions increasingly face the challenge of accommodating learners from a wide range of linguistic and cultural backgrounds in their classrooms. The training kit presents an innovative way of managing diversity in the classroom by combining plurilingual and pluricultural approaches with content-based instruction. The reader will discover how content-based and plurilingual activities can be linked to several subjects of the curriculum.
Available in English and French.
The CLIL project provides a series of indicators for teachers in a CLIL context to assess their teaching, together with examples of good practice to help them improve. The indicators cover the four aspects of culture, communication, cognition and community, each from the 4 key concepts – content, language, integration and learning. There is also further information about CLIL.
Available in English.
The term pluralistic approaches to languages and cultures refers to didactic approaches which involve the use of several (or at least more than one) variety of languages or cultures simultaneously during the teaching process. By abandoning the "compartmentalised" view of an individual’s linguistic and cultural competence(s), this publication is a valuable step towards implementing the Common European Framework of Reference for Languages, in particular its rationale on plurilingual and intercultural competence.
Available in English, French and Italian.
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The publication provides insight into how CLIL is being carried out in 20 European countries (Armenia, Austria, Belgium (French-speaking), Bulgaria, Czech Republic, Estonia, Finland, France, Germany, Hungary, Italy, The Former Yugoslav Republic of Macedonia, Malta, The Netherlands, Norway, Poland, Slovakia, Spain, Sweden and the United Kingdom). The authors describe various attributes of good practice as found in their specific contexts. This involves focus on the linguistic situation of the respective country, the local 'history' of CLIL, general associated political and educational factors, types of CLIL models applied, and curriculum development and certification.
The essential problem for a teacher using the web is how to retain the information he/she has come across and assessed as valuable for his/her students.
LAC represents an exciting new approach to foreign language learning at primary and secondary level, whereby children learn a language simultaneously with other practical exercises.
This book is constructed around a conviction by the authors of the key role of vocational and workplace-related second language provision towards social and economic integration and participation. Knowledge and communicative competences have become pivotal elements of vocational and professional performance at all hierarchical levels for all employees (mother-tongue speakers and speakers of other languages). This publication, which is the result of a cooperation project between the Council of Europe and the European Commission, is an invaluable resource for current and intending workplace language practitioners, as well as company personnel, unions and policy makers.
The years 1995-1999 represented a period of considerable importance, both for the European Centre for Modern Languages (ECML) and for language teaching in general. In this time, following the launch of the ECML, it held a large number of workshops, initiated and supported research and development networks to promote language learning and teaching on a European scale.
Learner Autonomy: The Teachers' View is the result of a research project initiated during ECML workshop No.8/97 entitled 'Aspects of Teaching Methodology in Bilingual Classes at Secondary School Level' which was held in Graz in May 1997. As the title suggests the project set out to be a research exercise which aimed to identify teachers' attitudes towards Learner Autonomy.
The Temolayole Book is the outcome of a conference in Hungary on the teaching of languages to young learners. It consists of 10 articles recounting different aspects of good practice in this field, with an emphasis on teacher education, and the design of curricula and teaching materials. A range of innovatory projects are described, and topics include action research, the use of stories, methodology and cross border exchanges.
Available in English and Hungarian.
This report comprises analysis, observations, comment and recommendations on CLIL/EMILE with respect to recent literature, actions, and developments in pre-primary, primary, general secondary, secondary vocational and further education. It analyses results of experimentation and outlines the extent to which the approach is used in Europe. Comment and conclusions focus on the relevance of CLIL/EMILE for the European Commission’s overall language objectives, the potential of the approach for improving the quality of foreign language teaching, and increasing the number of successful foreign language learners. It presents examples of innovation and good practice, defines conditions for successful extension, and makes proposals for further developments in this area at the European and national levels.
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The present Eurydice survey reflects a first ‘European’ insight into content and language integrated learning. It is a means of assessing attempts at all levels to promote new
methodologies in language learning.
It contains a detailed analysis of how the provision of CLIL is organised, the status of the target languages,
the subjects concerned in the curriculum, and measures for the training and recruitment of appropriate
teachers, the shortage of whom is identified as one of the main barriers to implementing this type of
tuition. This original and rich appraisal is unquestionably an essential reference source on CLIL.
Available in 8 languages.
This Handbook, created under the authority of the Estonian Language Immersion Centre, is intended for teachers and administrators. Although written specifically for those new to the program, professionals experienced in the immersion approach to second language acquisition will also find in it a myriad of useful tips and pertinent insights.
This publication is a clear and concise introduction to CLIL: what it is, how it works and how it improves foreign language learning.
This book provides a description of five CLIL dimensions relating to culture, environment, language, content, and learning, as found in schools and colleges across Europe. Each of these dimensions
comprises differing focus points that are realised according to a number of major factors, such as age-range, sociolinguistic environment, and the degree of exposure to CLIL.
This thesis overview aims to describe the inter-relatedness of CLIL with respect to good educational practice and new insights through certain studies of the mind and brain which influence our understanding of educational practices. Thus it attempts to give attention to some aspects of the forces that have enabled the development trajectory to be driven. This is an attempt to explain, for the first time, how and why this particular innovation became established in educational practice internationally in respect to selected driving forces.