• The National Andorran Curriculum, that was implemented in 2010/2011, establishes vertical coherence designing CLIL LOTE transitions from pre-primary (ISCED0) to upper secondary education (ISCED3).
• The curriculum establishes horizontal coherence building bridges between Catalan (the national language), French, Spanish and English.

• According to Eurydice (2017), Iceland is one of the few countries in Europe without CLIL provisions.
• The fundamental pillars and key competencies of education, described in the National Curriculum Guide, are integrated into all subject areas and lay the foundations for developing CLIL methodology.
• Based on the fundamental pillars and key competencies, described in the Icelandic National Curriculum Guide, the proposal for a CLIL LOTE curriculum development focuses on CLIL in third foreign languages (French, Spanish and Italian), and the transition from upper secondary (ISCED3) to tertiary education (ISCED6).
• The proposal brings into being horizontal coherence by establishing links between languages, which are taught within the school curriculum (integrated didactic approaches) Integrated didactic approaches are directed towards helping learners to establish links between a limited number of languages, which are taught within the school curriculum. Integrated didactics work on the central principle advocated by pluralistic approaches of capitalising on what is already known in order to access what is less known : the language of schooling for accessing the first foreign language, which can then be used as a springboard to facilitate the acquisition of a second foreign language etc.’ and taking students’ home languages into account.
• The proposal builds on the Guiding principles for CLIL.

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• The scenario establishes horizontal transitions teaching French as a fourth language drawing on the languages taught in primary education and continued in secondary.
• The scenario establishes linguistic-conceptual and cognitive/maturational transitions from primary to secondary education.

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• The scenario describes vertical transitions from kindergarten (ISCED0) to primary (ISCED1) in immersion education in Wallonia-Brussels Federation (Belgium)
• The scenario describes horizontal transitions based on pluralistic approaches “The term ‘pluralistic approaches to languages and cultures’ refers to didactic approaches that use teaching/learning activities involving several (i.e. more than one) varieties of languages, e.g. by integrating both the target language and the language of schooling, or the target language and other foreign languages, minority or regional languages, instead of dealing with the target language in isolation.” Read more
  Candelier Michel (coordinator), Camilleri-Grima Antoinette, Castellotti Véronique, de Pietro Jean-François, Lőrincz Ildikó, Meißner Franz-Joseph, Noguerol Artur, Schröder-Sura Anna, with the participation of Muriel Molinié (2012), A framework of reference for pluralistic approaches to languages and cultures, “Pluralistic approaches to languages and cultures”, available here.
  to languages (integrated didactic approaches Integrated didactic approaches are directed towards helping learners to establish links between a limited number of languages, which are taught within the school curriculum. Integrated didactics work on the central principle advocated by pluralistic approaches of capitalising on what is already known in order to access what is less known : the language of schooling for accessing the first foreign language, which can then be used as a springboard to facilitate the acquisition of a second foreign language etc.’ https://carap.ecml.at , awakening to languages ‘Several European projects have enabled awakening to languages movements to develop on a broader scale, defining it as follows: “awakening to language is used to describe approaches in which some of the learning activities are concerned with languages which the school generally does not intend to teach.” This does not mean that the approach is concerned just with such languages. Read more
  The approach […] integrates all sorts of other linguistic varieties – from the environment, from families… and from all over the world, without exclusion of any kind... Because of the number of languages on which learners work – very often, several dozen – awakening to languages may seem to be the most extreme form of pluralistic approach. It was designed principally as a way of introducing schoolchildren to linguistic diversity (and the diversity of their own languages) at the beginning of school education, as a vector of fuller recognition of the languages “brought” by children with other home languages, as a kind of preparatory course developed at primary schools, but it can also be promoted as a support to language learning throughout the learners’ school career.’https://carap.ecml.at
  )

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• The scenario focuses on vertical transitions between upper secondary (ISCED3) and tertiary education (ISCED6)
• Furthermore, the scenario promotes receptive and productive languaging “‘Languaging’ occurs when plurilingual individuals make flexible use all the linguistic resources they have in different ‘languages’ to communicate with one another, without strict adherence to the conventions of any particular language in their repertoire.”
  
  ECML resource website Teaching the language of schooling in the context of diversity (2012-2015) practices which involve the interplay of languages, hereby taking horizontal transitions into account.
• The scenario also builds bridges between tertiary education and the labor market.

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• This scenario focuses on vertical transitions in the teaching of a non-linguistic subject in modern foreign or regional languages from the primary (ISCED1) to the secondary (ISCED3) level in France.
• The scenario includes a description of the international/bilanguage/European sections (ISCED 1 and 2), the European and Oriental language sections (ISCED3) and the International French Baccalaureate (BFI).

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• In the Irish curriculum, a Transition Year is offered between lower secondary (ISCED2) and upper secondary education (ISCED3)
• The Languages Connect, Ireland’s Strategy for Foreign Languages in Education 2017-2026 identifies CLIL as an area for focus, and specifically mentions exploring the potential of CLIL in the Transition Year.
• A national pilot project integrating CLIL in the Transition Year was introduced in 2019 by Post-Primary Languages Ireland (PPLI), in collaboration with the National University of Ireland, Maynooth

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• The renewed Lithuanian curriculum enables CLIL LOTE, i.e., the learning of a foreign language related to the content of other subjects and the integration of foreign languages into other subjects.
• The Lithuanian curriculum takes vertical transitions in the second foreign language into account and concretizes them by means of resources for teachers.
• It also takes horizontal transitions into account by including the integrated didactic approach, ‘helping learners to establish links between […] languages, which are taught within the school curriculum’ ‘Integrated didactic approaches are directed towards helping learners to establish links between a limited number of languages, which are taught within the school curriculum. Integrated didactics work on the central principle advocated by pluralistic approaches of capitalising on what is already known in order to access what is less known: the language of schooling for accessing the first foreign language, which can then be used as a springboard to facilitate the acquisition of a second foreign language etc.’
  https://carap.ecml.at .

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• The scenario describes the vertical transition of German as a first foreign language in Romania.
• Furthermore, it highlights the transition towards tertiary education or work as a central motivation for pupils who study German as a first foreign language in Romania.

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• The scenario illustrates how a CLIL LOTE curriculum can be supported by teaching materials.
• The scenario focusses on spiral progression in the CLIL LOTE classroom in primary education (ISCED1)
• The scenario includes plurilingual education in the CLIL classroom: an integrated didactic approach ‘Integrated didactic approaches are directed towards helping learners to establish links between a limited number of languages, which are taught within the school curriculum. Integrated didactics work on the central principle advocated by pluralistic approaches of capitalising on what is already known in order to access what is less known: the language of schooling for accessing the first foreign language, which can then be used as a springboard to facilitate the acquisition of a second foreign language etc.’
  https://carap.ecml.at , bridging between the languages taught within the school curriculum,intercomprehension “In the approach termed Intercomprehension between related languages the learner works on two or more languages of the same linguistic family (Romance, Germanic, Slavic languages, etc.) in parallel. One of these languages is already known, being either the learner’s mother tongue, or the language of education, or even another language having been learnt previously. In this approach there is a systematic focus on receptive skills, as the development of comprehension is the most tangible way of using the knowledge of a related language to learn a new one. Of course, this does not exclude some added benefits for productive skills.”
  https://carap.ecml.at and a focus on home languages

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