Introduction

This part of the book offers a series of case examples of the way Modern Languages Across the Curriculum operates in various countries throughout Europe. In some countries the way language and curricular content is integrated is known as CLIL – Content and Language Integrated Learning – a phrase which is used in this part of the book synonymously with the term MLAC. Each chapter is an individual point of view. There is brief mention of the way modern languages teaching and learning have developed in a particular country. Various trends and developments can be noted from each national experience. These experiences include issues of policy and practice emerging from responses to the historical and theoretical developments outlined in part 1. The extent to which MLAC (or CLIL) presently features in each country is set out along with some assessment of its potential for growth. Clearly, there are questions concerning age range, level, languages, and content areas. There are also issues regarding teachers’ responses to approaching languages in this way, and the sort of present and future training they might need. Methodology is also illustrated in terms of what actually goes on in the classroom. These examples represent specific contexts but raise questions relevant to anyone looking to teach languages through a wider curricular content. Issues are highlighted by each contributor, who offers some discussion of future trends and developments.