This book is a voice in the ongoing discussion on the communicative nature and consequences of content and language integrated learning (CLIL). The innovative character of the present study rests upon its context on the one hand, and its perspective on the other. The numerous accounts available in international research literature on this topic typically concern naturally bilingual educational contexts, and focus on the effects of CLIL on the levels of subject knowledge attainment or improvement of second language skills (e.g. Varkuti, 2010; Pessoa, 2007; Jappinen, 2005). The present study...