ABSTRACT
This chapter begins by considering the idea of a positive pedagogue and how positive pedagogy is essential in a classroom that promotes a cross-curricular approach to language learning, and we explore the theory behind Content and Language Integrated Learning (CLIL) to provide a rationale for embedding the target language across the curriculum. The chapter then examines both discrete and embedded language learning before exploring the cognitive and wellbeing impacts of multi-tasking in the bilingual classroom. Ideas are introduced whereby the language teacher can make connections with the wider curriculum, with specific subject examples.
