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In this article, we discuss content and language integrated learning (CLIL) in relation to content-based instruction (CBI) and English medium instruction (EMI) with the aim of offering a concise summary of what this educational/language teaching approach entails and offers in terms of situated practices and research. While we draw on scholarship published in articles and edited volumes, special attention is paid to articles recently published with TESOL Quarterly as a way to recognize the contribution that the journal has made to broadening our understanding of CLIL. https://doi.org/10.1002/tesq.70123

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Strengthen knowledge of CLIL not only of in-service teachers, but also of pre-service teachers across levels - early childhood education, primary and secondary school. 

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Strengthen knowledge of CLIL not only of in-service teachers, but also of pre-service teachers across levels - early childhood education, primary and secondary school. 

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Want to know what this is about? Find out more about this experience with secondary school teachers and students at https://doi.org/10.1080/01434632.2023.2281393

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CLIL Teacher Assessment Literacy Inventory

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CLIL Teacher Assessment Literacy Inventory

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The CLIL Teacher Assessment Literacy can serve as a diagnostic tool for teachers to understand their approaches to assessment, confidence level and factors affecting their practices. After teachers complete the inventory, they can get an immediate report. Feel free to try!

If you want to know more about the design of the inventory, you can read this article: https://doi.org/10.1016/j.system.2025.103776

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The following publications are part of the COST Action CLIL Network for Languages in Education (CLILNetLE):

Nikula, T., Gülle, T., Bayyurt, Y., Dafouz, E., Gerns, P., Hüttner, J., … Tiermas, A. (2026). A multidimensional framework of bi- and multilingual disciplinary literacies. Journal of Multilingual and Multicultural Development, 1–17. https://doi.org/10.1080/01434632.2026.2617424

Hüttner, J., & Llinares, A. (2026). Bi-and Multilingual Disciplinary Literacies at School: a challenge for 21 st-Century Citizens. In A. Imaz Agirre & R. Arias-Hermoso (Eds.), Insights into Disciplinary Literacies: Multilingual Perspectives across Educational Levels (pp. 9-29). Multilingual Matters. https://doi.org/10.2307/jj.30412913

Nashaat-Sobhy, N., Kara Duman, S., Hüttner, J., Mortimore, L., Kaygısız, S., Roseni, E., & Bayyurt, Y. (2025). Unpacking disciplinary literacies through CLIL teachers' perspectives across Science, Social Science and Mathematics in Europe. Journal of Multilingual and Multicultural Development, 1-19. https://doi.org/10.1080/01434632.2025.2603501

Hüttner, J., Llinares, A., & Nikula, T. (2025). Conceptualizing bi- and multilingual disciplinary literacies in CLIL: Insights from a European research network. Frontiers in Education, 10, 1540211. https://doi.org/10.3389/feduc.2025.1540211.

Other recent publications shared with us by CLIL ReN members:

Ertugruloglu, E., Mearns, T., & Admiraal, W. (2026). Transition or enrichment? Form-focused language scaffolding strategies across Dutch secondary bilingual education classes and Dutch reception classes. Journal of Multilingual and Multicultural Development, 1–23. https://doi.org/10.1080/01434632.2026.2625854

Llinares, A., Morton, T. & Whittaker, R. (2026). Working Transdisciplinarily in Content and Language Integrated Learning Programmes. In R. Wegener, A. McCabe, A. Sellami Baklouti & L. Fontaine (Eds.), The Routledge Handbook of Transdisciplinary Systemic Functional Linguistics. Routledge. https://doi.org/10.4324/9781003291138

Onder-Ozdemir, N., & Roseni, E. (2025). Practitioner Inquiry on Monkeypox Virus and AI Through Content and Language-Integrated Learning (CLIL) in Higher Education. In S. R. Logan & E. Lyons (Eds.), Higher Education Classrooms as Places for Inquiry: Stories and Methods from Practitioner Researchers. IGI Global.

Onder-Ozdemir, N.,  Pagano, A. S., Buzato, D., Vital, Á. A. S., & Cunha, E. L. T. P. (2025). Translanguaging Approach: Pedagogical Contextualizations in Turkiye and Brazil. In J. Bautista & J. Kim (Eds.), Global Perspective on Issues and Trends in Educational Translanguaging (pp. 377–406). IGI Global.

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Ruiz de Zarobe, Yolanda (2025). Content and Language Integrated Learning (CLIL). Cambridge: Cambridge University Press, Elements in Language Teaching series.

The book is published as open access, so it is freely available online:

https://www.cambridge.org/core/elements/content-and-language-integrated-learning-clil/9F6F698B7526AC6313DA1E95A61C2271

This Element provides a comprehensive overview of CLIL, including its theoretical foundations, implementation, effectiveness, and pedagogical approaches.

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My puzzle concerns how to effectively teach the story of Hercules’ Labours in a CLIL History class while supporting students’ language development. In my everyday practice, I often notice that students understand the myth visually but they have difficulty when it comes to explaining the events and their meaning in English. This raises questions about how to balance content learning (Greek mythology and historical-cultural context) with language scaffolding.

I work in a primary education context,  teaching students aged 9, where English is used as the only medium of instruction for Greek Mythology.  My puzzle is how to design activities that help students develop both historical understanding and academic language, without oversimplifying the content and make it age appropriate. I would like to explore research on CLIL strategies such as scaffolding, visual support, and structured speaking tasks to improve both engagement and learning outcomes.

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Lexical Availability in Spanish Multilingual CLIL

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Lexical Availability in Spanish Multilingual CLIL

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The book explores lexical availability in multilingual CLIL contexts, with Spanish as a native language and English and French as foreign languages. It may be of interest to researchers, teachers, and students in the fields of bilingual education and language learning. Now available for pre-order at the following link:

https://www.multilingual-matters.com/page/detail/?K=9781836680611