Introduction
The advent of CLIL as an acronym for Content and Language Integrated Learning (CLIL/EMILE: Enseignement d'une Matière par l'Intégration d'une Langue Etrangère) in the mid‐1990s brought to the fore significant developments in a trans‐European movement focussing on integrating foreign language and subject/thematic content in a wide range of learning and teaching contexts. According to Marsh ( 2002, p. 15) CLIL/EMILE is an umbrella term which refers to ‘any dual‐focussed educational context in which an additional language, thus not usually the first foreign language of the learners involved, is used as a medium in the teaching and learning of non‐language content’. This broad definition serves to differentiate CLIL from bilingual or immersion education and a host of alternatives and variations such as content‐based language teaching, English for Special Purposes, plurilingual education, in two distinct ways: it is based on an integrated approach, where both language and...
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Coyle, D. (2008). CLIL—A Pedagogical Approach from the European Perspective. In: Hornberger, N.H. (eds) Encyclopedia of Language and Education. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-30424-3_92
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