Abstract
The publication is devoted to Content and Language Integrated Learning (CLIL), which is based on integration of a non-language (content) subject and a foreign language subject. The first part deals with the development of CLIL concept, its definition and various models.
Furthermore, it compares recent international studies and after analysing relevant topics, methodology and results of individual studies, it summarizes the main assets and challenges of this type of education. The theoretical part also offers a comparison of approaches to CLIL in different European countries and a description of experience with CLIL in the Czech Republic.
The second part of the book offers concrete steps of applying CLIL into school practice. The chapters in this part reflect the theoretical concepts mentioned previously.
Specific attention goes to scientifically problematic areas which are formulating objectives of a CLIL class, systematic application of scaffolding, strategies and methods suitable for CLIL, dealing with mistakes and assessment criteria.