With more than 25 years’ experience of bilingual education, the Netherlands has been one of Europe’s leaders in Content and Language Integrated Learning (CLIL). With the expansion of bilingual education, so too has come the expansion of research in CLIL in the Dutch context. Where the focus was initially on teaching and learning English as a second language in content lessons, recent years have seen increasing focus on teaching and learning content through a second language and on the role of Dutch as a first or second language across the curriculum. Furthermore, the role of CLIL as a means of bringing more content into language lessons has become a talking point.

Internationally, CLIL research has also developed rapidly. Recent publications have focused on CLIL’s impact on language proficiency, on content learning, on classroom interaction and on learner motivation. Research has shown that CLIL can provide significant added value, although questions have been raised as to the inclusivity of CLIL programmes, the representativeness of research findings and the potential threats for content knowledge development. Dutch CLIL research has contributed to some extent in each of these areas, yet the wealth of activity in the Dutch CLIL community is not fully represented. It is hoped that this special issue of the Dutch Journal of Applied Linguistics will provide a platform for the publication of state-of-the-art research on Dutch CLIL in all and any of its forms.

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