The aim of this paper is to reflect on the theoretical and methodological underpinnings that provide the basis for an understanding of Content-Based Instruction/Content and Language Integrated Learning (CBI/CLIL) in the field and its relevance in education in the twenty-first century. It is argued that the agenda of CBI/CLIL needs to move towards…

The growing interest in Content and Language Integrated Learning (CLIL) has resulted in enthusiasm in and active pursuit of improved methods of foreign/second-language (L2) teaching in Europe. However, the definition and scope of the term CLIL both internally, as used by CLIL advocates in Europe, and externally, as compared with immersion…

This article looks at the characteristics of Content-Based Instruction (CBI) and Content and Language Integrated Learning (CLIL) in order to examine their similarities and differences. The analysis shows that CBI/CLIL programmes share the same essential properties and are not pedagogically different from each other. In fact, the use of an L2 as…

The influence of bilingualism on third language learning in a bilingual community is examined. Measures of the English-language achievement of students instructed through the majority (Spanish) and minority (Basque) languages, suggest that bilingualism and other variables (intelligence, motivation, age, exposure) were good predictors of…