CLIL and educational change. What CLIL teaches us about (language) learning

Abstract

In Europe at all levels of education, especially in primary and early secondary education, the success of CLIL has been undeniable. It is argued that CLIL is such a powerful learning tool because implicit learning lies at the centre of its learning approach. Surprisingly enough, not too many linguists and educationalists have made this clear. This contribution examines implicit learning and considers its role in the CLIL approach. It is shown how implicit learning explains CLIL learning success and why it is important for scholars and practitioners to be aware of this.