ABSTRACT
This handbook is devoted to English as a lingua franca (ELF) and hence “any use of English among speakers of different first languages for whom English is the communicative medium of choice, and often the only option” (Seidlhofer, 2011, p. 7), and the chapters presented give evidence of the unprecedented use of ELF in all manner of settings, both geographical and contextual. This chapter, however, addresses Content and Language Integrated Learning (CLIL) and so an “educational approach where subjects such as geography or biology are taught through the medium of a foreign language, typically to students participating in some form of mainstream education at primary, secondary but also tertiary level” (Dalton-Puffer et al., 2010, p. 1) and so its inclusion here might seem incongruous at first sight. After all, even though CLIL participants choose to use English for their education, they do clearly have another option, namely the main educational language of their context, which is typically the first language (L1) of the majority of CLIL participants. So CLIL English language practices in the classroom are typically not lingua franca uses.
