The spread of English as an international language along with the
desire to maintain local languages lead us to consider
multilingualism as the norm rather than the exception.
Consequently, bi/multilingual education has bloomed over the last
decades. This volume deals with one such type of education
currently in the spotlight as an essentially European strategy to
multilingualism, CLIL (Content and Language Integrated Learning),
in which curricular content is taught through a foreign language.
The book contributes new empirical evidence on its effects on
linguistic and attitudinal outcomes focusing on bi/multilingual
learners who acquire English as an additional language. Moreover,
it presents critical analyses of factors influencing multilingual
education, the effects of CLIL on both language and content
learning, and the contrast between CLIL and other models of
instruction. The research presented suggests that CLIL can greatly
enhance language acquisition in multilingual settings.
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