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<p style="text-align:justify;">Τhe CLIL (Content and&nbsp;Language Integrated Learning) approach has been proposed as an effective&nbsp;approach for students’ education in the 21st century. Although it was initially&nbsp;proposed for students of higher education, CLIL has become especially attractive&nbsp;for students even in pre-school education. This paper focuses on the importance of CLIL implementation in fostering intercultural competencies among students&nbsp;who are engaged in CLIL programs. More specifically, this paper covers a theoretical review on CLIL and its development, while special emphasis is&nbsp;placed on the position of CLIL in the priorities of the European Council within&nbsp;the context of promoting multilingualism in Europe. CLIL aligns itself with the&nbsp;European Language Policy of improving language learning in its member states&nbsp;and with the EU Commission’s objective of EU citizens’ competence in European&nbsp;languages other than learners’ mother tongue. The paper ends with references to&nbsp;organizations that promote the implementation of CLIL across Europe, while&nbsp;special emphasis is placed upon CLIL in Greek education.&nbsp;</p>

Interculturalism in Content and Language Integrated Learning Classes: Research Perspectives from European Policy to Greek Reality

Original Research 

ltrq.2020.17.04.xml

Guest-editor: 
Isaak Papadopoulos, PhD, European University Cyprus, Cyprus

Thematic Issue: Interculturalism in Second Language Teaching