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This thesis looks at the implementation of CLIL in Geography and Economics in the New Secondary School (NMS) in Austria and to what extent it can be used as a tool to enhance cultural awareness. In the first chapter an overall input about CLIL is given. Initially, the term CLIL, Content Language Integrated Learning, is defined and some benefits as well as challenges are considered. Following this, CLIL approaches and its implementation in Austria are examined. The subsequent chapter, which describes the link between CLIL and culture, functions as crossover to the second theoretical chapter, in which Irish Culture is regarded from a number of viewpoints. Three CLIL lessons about Irish Culture the author conducted at an NMS are the basis for the empirical section. The preparation as well as the execution of these are discussed in a further chapter. The empirical section discloses the results of both the pupils´ conceptions and pupils´ letters they wrote following the units. In addition, a questionnaire is included. In a conclusion the theoretical and practical strands are brought together.

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Zobl, Angela
Angela Zobl BEd, born in 1994, is a teacher and lives in Tyrol. Her interest in the field of CLIL, Content Language Integrated Learning, emerged while studying English and Geography since CLIL offered a great opportunity to combine both her subjects.

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