ABSTRACT
The chapter focuses on CLIL, an approach in which a language other than the learners’ L1 is used for learning non-language content, usually a school subject, through the additional language that serves as the medium of instruction. It is argued that CLIL shares considerable common ground with both ELF-aware and ELF-informed language pedagogy. CLIL, by definition, is a bi- or multilingual ESP context where learners familiarise themselves with the register, discourse, and reasoning of a particular community of practice. As in ELF use, there has been a shift of emphasis in CLIL, too, from native speaker norms towards communicative efficiency, which prioritises intelligibility over correctness. Since learning about the subject is carried out through the use of an additional language, learning and using the language take place simultaneously as in the teaching language as communication approach within Communicative Language Teaching. The examination of the practice of teaching CLIL in two countries, in Hungary and Turkey, has found that there are considerable differences, which are, among other reasons, due to the affordances and constraints of the particular educational contexts. The conclusion is that CLIL is and has to be highly localised where it is implemented.
