ABSTRACT
Over the last two decades, the Content and Language Integrated Learning (CLIL)
phenomenon has undergone significant developments across Europe and beyond.
From its inception rooted in European contexts in the early 1990s, CLIL is evolving
into a catalyst for conceptualising and re-conceptualising how languages can be used
as both the medium and the object of learning in very different global contexts.
Strongly influenced by an economic and social need to ensure that young people are
equipped with a range of communication skills in more than two languages to
enhance employability and mobility, CLIL is becoming increasingly positioned as a
change agent i.e. to transform ‘traditional’ monolingual learning contexts into
bilingual experiences; to contribute to the European vision for a plurilingual and
