| Summary: | The last quarter century has seen a growth of CLIL, a specific teaching paradigm focused on a unique combination of foreign language skills and content-related knowledge (cf. Mehisto et al 2008, Dalton-Puffer & Nikula 2006). In the present work, we look at effective CLIL practices, trying to determine to what extent they can be implemented in vocational schools. We base our recommendations on the outcomes of a three-year international project funded by the Erasmus+ network, the goal of which was to explore the feasibility of using CLIL in vocational education and training. We address several stereotypes about CLIL, such as the tendency to equate it with bilingual education and LSP, the idea that it might impede content retention. We also attempt to raise general awareness about the primary objectives of CLIL-VET and how currently taught courses should endeavour to satisfy these objectives. We conclude with a series of guidelines that outline good practices.
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