This book provides a rich and unique longitudinal account of content and language integrated learning (CLIL). The chapters report on the findings from a large-scale, three-year research project undertaken at senior high school level in Sweden. The ecological perspective, with quantitative and qualitative methods, gives voice to both learners and teachers, as well as being an excellent critical example of how such longitudinal research might be carried out. Through emic and etic approaches, the book provides insights into language learning outcomes, both with regard to the target language English and the majority language Swedish; learner motivation among CLIL and non-CLIL students; effects of extramural exposure to English; issues in relation to assessment in CLIL and much more. As a whole, the book offers an unprecedented overview of learner outcomes and detailed insights into the comparison of CLIL and non-CLIL education. While it is embedded in the Swedish context, the nature of this study means that it has strong implications on an international basis. This book contains the following chapters: (1) CLIL, CLISS and the Swedish Context: An Overview (Liss Kerstin Sylvén); (2) Mapping CLIL in Sweden (BethAnne Paulsrud); (3) The CLISS Student: Some Background Factors of the Participating Students in the CLISS Project (Britt-Marie Apelgren); (4) Assessment in CLIL (Helena Reierstam and Liss Kerstin Sylvén); (5) CLIL and Motivation Revisited: A Longitudinal Perspective (Amy S. Thompson and Liss Kerstin Sylvén); (6) English Receptive Vocabulary (Liss Kerstin Sylvén and Sölve Ohlander); (7) English Productive Proficiency (Eva Olsson and Liss Kerstin Sylvén); (8) English Reading Comprehension (Liss Kerstin Sylvén and Sölve Ohlander); (9) Extramural English (Liss Kerstin Sylvén); (10) The Development of Academic Vocabulary in Swedish (Per Holmberg); (11) The Development of Linguistic Correctness in CLIL and Non-CLIL Students' Writing in the L1 at Upper Secondary School (Maria Lim Falk); (12) Visualizing Vocabulary: An Investigation into Student Assignments in CLIL and Non-CLIL Contexts (Sofie Johansson and Elisabeth Ohlsson); (13) The Development of Swedish Receptive Vocabulary in CLIL: A Multilingual Perspective (Inger Lindberg and Sofie Johansson); (14) Multilingual Students in a CLIL School: Possibilities and Perspectives (Tore Otterup); (15) Just a Little Plus: The CLIL Student Perspective (BethAnne Paulsrud); and (16) Teaching and Learning Content through Two Languages: The Biology and History Teacher Perspective (Ylva Sandberg). Epilogue by Liss Kerstin Sylvén.