1. Acknowledgements 2. Preface 3. Introduction 4. Charting policies, premises and research on content and language integrated learning (by Dalton-Puffer, Christiane) 5. Part I. General and theoretical issues 6. On the natural emergence of language structures in CLIL: Towards a theory of European educational bilingualism (by Lorenzo, Francisco) 7. The pragmatics of L2 in CLIL (by Maillat, Didier) 8. Part II. CLIL at the secondary level 9. A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instruction (by Huttner, Julia) 10. Using a genre-based approach to integrating content and language in CLIL: The example of secondary history (by Morton, Tom) 11. Effects of CLIL on a teacher's classroom language use (by Nikula, Tarja) 12. Writing and speaking in the history class: A comparative analysis of CLIL and first language contexts (by Garcia, Ana Llinares) 13. Language as a meaning making resource in learning and teaching content: Analysing historical writing in content and language integrated learning (by Jarvinen, Heini-Marja) 14. The CLIL differential: Comparing the writing of CLIL and non-CLIL students in higher colleges of technology (by Jexenflicker, Silvia) 15. Written production and CLIL: An empiricial study (by Ruiz de Zarobe, Yolanda) 16. Part III. CLIL at the tertiary level 17. Metadiscursive devices in university lectures: A contrastive analysis of L1 and L2 teacher performance (by Dafouz, Emma) 18. Language Matters: Assessing lecture comprehension in Norwegian English-medium higher education (by Hellekjaer, Glenn Ole) 19. CLIL in an English as a lingua franca (ELF) classroom: On explaining terms and expressions interactively (by Smit, Ute) 20. Language use and language learning in CLIL: Current findings and contentious issues (by Dalton-Puffer, Christiane) 21. Subject index