Stephan Breidbach is Professor for English Language Education at the Humboldt-Universität zu Berlin. He specialises in CLIL and philosophy of (language) education. Other fields of interest are narrative research on language teacher and learner identities and the social discourse of language education.
Britta Viebrock is Professor of TEFL at the Institute of English and American Studies at the Goethe-Universität Frankfurt. Apart from CLIL, her areas of research include new literacies, web-based ELT, qualitative research methodology, transcultural foreign language learning and research ethics.

This book links the growing empirical knowledge about the full complexity of CLIL to the European educational and language policies. Its contributors present research findings from several European countries on learning processes and learner achievement in CLIL as well as conceptual analyses in the light of the current policies of mainstreaming CLIL.

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Contents: Stephan Breidbach/Britta Viebrock: CLIL: Complementing or Compromising Foreign Language Teaching? Effects and Perspectives of Education Policy Plans - Peeter Mehisto: Integrating CLIL with Other Mainstream Discourses - Bettina Deutsch: «Mehrsprachigkeit» und «CLIL» - zwei unverbundene Konzepte in der europäischen Sprachen- und Bildungspolitik? - Henriette Dausend/Daniela Elsner/Jörg-U. Keßler: Bilingual, offen, konzeptlos - Was Schulen mit reformpädagogischen Bildungskonzepten zum fremdsprachlichen Lernen versprechen und nicht halten - Özlem Etus: Transnationalism in Education: CLIL Experience in Turkey - Lauretta D'Angelo: The Construction of the CLIL Subject Teacher Identity - Francesca Costa: «Dealing with the Language Aspect? Personally, No.» Content Lecturers' Views in an ICLHE Context - Julia Hüttner/Christiane Dalton-Puffer: Der Einfluss subjektiver Sprachlerntheorien auf den Erfolg der Implementierung von CLIL-Programmen - Petra Burmeister/Michael Ewig/Evelyn Frey/Marisa Rimmele: CLIL-Teacher Training at the University Level: Bridging the Gap between Theory and Practice - Irina Adriana Hawker: The CLIL Learning Experience: Strategies and Underlying Knowledge Employed by Limited English Primary School Students during Conceptual and Linguistic Comprehension - Dominik Rumlich: Students' General English Proficiency Prior to CLIL: Empirical Evidence for Substantial Differences between Prospective CLIL and Non-CLIL Students in Germany - Ulrich Wannagat: Sprachlernprozesse im bilingualen Geschichtsunterricht - Marie-Anne Hansen-Pauly: CLIL as a New Momentum for Learning? Reconsidering the Differences between Languages as Subjects and Vehicular Languages in Luxembourg Schools? - Katja Lochtmann/Vinciane Devaux: Deutsch als Fremdsprache fördern - ein Fall für CLIL? Sichtung empirischer Befunde in Belgien und Frankreich zu Einstellungen und Sprachlernmotivation im Zusammenhang mit Content and Language Integrated Learning - Katharina Prüfer: CLIL Modules in the Mathematics Classroom - Reasons for Their Implementation and First Empirical Results - Andreas Bonnet/Christiane Dalton-Puffer: Great Expectations? Competence and Standard Related Questions Concerning CLIL Moving into the Mainstream - Almut Küppers/Matthias Trautmann: It's Not CLIL That Is a Success - CLIL Students Are! Some Critical Remarks on the Current CLIL Boom - Götz Schwab: Bili für alle? Ergebnisse und Perspektiven aus einem Forschungsprojekt zur Einführung bilingualer Module in einer Hauptschule - Wolfgang Zydatiß: Generalisierbare sprachlich-diskursive Kompetenzen im bilingualen Unterricht (und darüber hinaus).

Content and Language Integrated Learning has received a strong tailwind in European educational and language policies. It is on the verge of becoming a mainstream phenomenon. However, an overly speedy implementation of "CLIL for all" might bear a number of risks for all groups of stakeholders. The purpose of this book is to link the growing empirical knowledge about the full complexity of CLIL to the current European educational and language policies. The articles collected in this volume contribute to a more systematic evidence base of CLIL that has frequently been called for at a European level. This bi-lingual volume (English/German) brings together authors from several European countries to present significant findings from recent CLIL research in the light of the developments in education policy. The four parts of the book focus on the reconstruction of learning processes, learner achievement, theory-driven investigations of the concept of CLIL itself, and critical reflections on the current "CLIL boom".