ABSTRACT
When we consider the fate of pedagogic innovations in mainstream teaching, a
complex situation can be observed with some changes being accepted quickly and
enthusiastically by the stakeholders involved, without the apparent need or desire for
scientific evidence supporting the benefits claimed, while other changes meet with
reluctance or even open opposition, possibly despite good research evidence in their
favour. In the Austrian context, Content and Language Integrated Learning (CLIL)
as well as many other forms of, especially early, bilingual education fall into the first
category of easy acceptance, while, for instance, standardised exams or external
student competence evaluations generally come into the latter category of reluctance
and opposition. CLIL has, indeed, experienced a quite remarkable adoption rate and
positive attitudes by stakeholders, even with student groups stereotypically perceived
tood. In this ch ter we argue for an investigation of CLI i
odern anguag ton, outhampton, UK; bDepartment of Engl sh, University of Vienna, Vienna, Austria
