Ins lingua i

generations of Europe will thrive on the fruitful abundance of
languages.
Tullio De Mauro
Minister of Education
Rome, 15th April 2001
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PART I
General issues
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1.1 Definition and aims
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1.2 Language learning assumptions in CLIL
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PART II
CLIL components: 
subjects, languages, schools, learners, teachers
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2.1 Which disciplines?
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2.2 Which languages?
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2.3 Schools
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2.4 Learners
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2.5 Teachers
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PART III
Methodology and teaching strategies
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3.1 A general premise
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3.2 Planning the curriculum
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3.3 Length and type of exposure
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3.4 Skills, activities and assessment 
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PART IV
Teacher-training for CLIL
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1.1 Definition and aims
Content and Language Integrated Learning (CLIL) is a general expression
used to refer to any teaching of a non-language subject through the
medium of a second or foreign language (L2). CLIL suggests an
equilibrium between content and language learning. The non-language
content is developed through the L2 and the L2 is developed through the
non-language content.
In 1995 the European Commission adopted a document on education
called “The White Paper. Teaching and learning. Towards the learning
society”. It declares that proficiency in three community languages is a prior
objective, and suggests teaching content in a foreign language as a way to
contribute to the achievement of this plurilinguistic objective. 
• CLIL can be seen as an educational approach which supports linguistic
diversity, and a powerful tool that can have a strong impact on langua-
ge learning in the future. 
• CLIL is an innovative approach to learning, a dynamic and motiva-
ting force with holistic features. It constitutes an attempt to overco-
me the restraints of traditional school curricula, i.e. the teaching of
individual subjects, and represents a shift towards curricular integra-
tion.
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General
issues
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