ABSTRACT
Culture in CLIL, being one of the four core concepts, is an underdeveloped topic, as practitioners might simplify it to celebrations and festivals, question the potential benefits of introducing cultural elements, and often struggle to integrate culturally embedded activities or make them more explicit to their lessons, especially as some of those traditions have already been assimilated as part of the Western culture. Besides, the myriad of associated terms, such as multiculturality, transculturality, and interculturality, to name just a few, also complicates how to present them effectively and efficiently in the classroom. Therefore, the purpose of the chapter is twofold. First, it aims to review the existing literature on (inter)culture in CLIL to fill the gap concerning its cross-curricular role; second, to create a new framework that will serve to train future teachers in the field of intercultural competence in bilingual/CLIL education.
