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Throughout Europe there is a growing awareness that language learning is much more effective when linked to meaningful content. Through exploiting the synergies of Content AND Language Integrated Learning, children gain a second or third language and subject knowledge simultaneously with ease. This publication brings together various perspectives from different corners of Europe and from different levels: Classroom practice, teacher education, academic research and European language policy. Through CLIL not only the target language improves substantially, it also has a very positive influence on attitudes and motivation and on the cognitive development of children plus a positive influence on subject matter knowledge and on the development of the pupils first language. Furthermore, it is a particular advantage for children from a migration background and it is especially effective in primary school from day one. For the benefit of every child and to bring the vision of three or more languages (1+<2) within compulsory education to life, it is time to rethink primary teacher education.
About the author
Gerlinde M. Egger has 20 years' experience in initial teacher education and CPD and many years as primary and secondary school teacher: She has worked in a number of European projects and school development programmes.§Christine Lechner is a lecturer on CLIL in initial teacher education at the PH Tirol and the IMOF (Innsbrucker Modell für Fremdsprachendidaktik), University of Innsbruck and also at CPD level at the University of Klagenfurt.
