https://www.educationcounts.govt.

nz/__data/assets/pdf_file/0008/6956/8
31_Bilingual.pdf
May, S., Hill, R., & Tiakiwai, S. (2004). Bilingual/Immersion Education:
Indicators of Good Practice. Final Report to the Ministry of Education.
Wellington: Ministry of Education.
Bilingual education is where school subjects are taught in two
languages and students become fluent speakers and writers in both
languages by the end of their schooling. One key form of bilingual
education is immersion education, where students are taught mainly
through a second language in order to become bilingual. French
immersion schools in Canada are one example of immersion education.
Mori-medium education is also immersion education because most
students are second language learners of Mori. Immersion education is
a highly successful form of education internationally both in terms of
achieving bilingualism and academic success for its students.

Steve Darn (2006) CLIL: A European Overview

CLIL The term Content and Language Integrated Learning (ClLIL)
was originally defined in 1994, and launched in 1996 by
UNICOM, University of Jyvskyl and the European Platform for
Dutch Education, to describe educational methods where subjects are
taught through a foreign language with dual-focussed aims, namely the
learning of content, and the simultaneous learning of a foreign
language. The essence of CLIL is that content subjects are taught
and learnt in a language which is not the mother tongue of the
learners. Knowledge of the language becomes the means of learning
content, language is integrated into the broad curriculum, learning is
improved through increased motivation and the study of natural
contextualised language, and the principle of language acquisition
becomes central. Broadly speaking, CLIL provides a practical and
sensible approach to both content and language learning whilst also
improving intercultural understanding, and has now been adopted as a
generic term covering a number of similar approaches to bilingual
education in diverse educational contexts. The evolution of CLIL

involves precedents such as immersion programmes (North

America), education through a minority or a national language
(Spain, Wales, France), and many variations on education
through a foreign language.

http://www.unifg.it/sites/default/files/allegatiparagrafo/20-012014/coyle_clil_motivating_learners_and_teachers.pdf
Do Coyle (2014) Content and Language Integrated Learning
Motivating Learners and Teachers. University Nottingham
CLIL is a powerful pedagogic tool which aims to safeguard the subject
being taught whilst promoting language as a medium for learning as well
as an objective of the learning process itself.
CLIL is flexible and dynamic, where topics and subjects foreign
languages and non-language subjects - are integrated in some kind of
mutually beneficial way so as to provide value-added educational
outcomes for the widest possible range of learners. However, valueadded relates to the quality of the learning experience.
CLIL (Content and Language Integrated Learning) CLIL is a dual-focused
educational approach in which an additional language is used for the
learning and teaching of content and language with the objective of
promoting both content and language mastery to predefined levels
(Maljers, Marsh, Wol, Genesee, Frigols- Martn, Mehisto, 2010).

Evangelia V. Soulioti (2011) Implementing CLIL in a Tertiary Setting:

Research on Learners Attitudes and Perceptions
Content and Language Integrated Learning has become major
educational policy promoted by the European Union in reference to
language learning
(Eurydice 2006).