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Giving children in a multicultural primary school the chance to learn in two languages not only provides them with subject knowledge, but also with substantial language use in a second or third language and, at the same time, increases empathy between monolingual and bilingual children. This book gives a clear overview of CLIL perspectives and strategies as well as descriptive insights into CLIL practice at the project school, Volksschule Neuarzl, where the author has taught and where the implementation of CLIL has been powerful enough to turn the school around. This book is the main part of the author´s master thesis.

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She is a primary school teacher in a CLIL-class in Innsbruck (Austria). During undergraduate studies she spent an Erasmus semester at Kingston University, London. After completing teacher training, she spent two years in England as a foreign language assistant. She studied Didaktik des frühen Fremdsprachenlernens in Freiburg (Germany).

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