CLILing the European classrooms:
How can practitioners and researchers learn from each other to maximise learning in multilingual classrooms?


Since the launching of CLIL in the early 90s its central tenet of teaching a school subject through a target language in an integrative approach has been enthusiastically embraced by teachers throughout Europe. In officially German-speaking countries the approach of “sprachsensibler Unterricht”, which is inspired by the concepts of language awareness and languages across the curriculum as teaching approaches for all subjects is gaining more and more interest.

However, this diversity of contexts and communities in subject-related language teaching, and a treacherous perception of "just do it", seems to let theoreticians and practitioners drift apart. CLIL practitioners appear to mainly draw on their experiential classroom knowledge and theoreticians seem to mostly focus on broader conceptual issues.

This conference, therefore, aims at providing a space for CLIL researchers and practitioners of all languages and contexts to share their studies and opinions on what works, why and how, in the CLIL classroom. Based on the premise that practice serves as the supreme judge of theory, practitioners and theoreticians are invited to present and discuss their experiences, beliefs, findings and theories of CLIL and language sensitive teaching in the context of migration-related multilingualism to advance their teaching and teacher education.

Being mindful of increased research and classroom activities on translingual knowledge transfer, this conference also invites contributions of multilingual and multimodal teaching practices and research.



CLIL in europäischen Klassenzimmern: Was können PraktikerInnen und ForscherInnen voneinander lernen, um das Lernen in mehrsprachigen Klassenzimmern zu verbessern?

Seit der Einführung von CLIL in den frühen 90er Jahren wurde der zentrale Grundsatz, ein Schulfach in einem integrativen Ansatz in einer Zielsprache zu unterrichten, von LehrerInnen in ganz Europa begeistert aufgenommen. In den amtlich deutschsprachigen Ländern gewinnt der von Sprachbewusstheitskonzepten und dem Prinzip “language across the curriculum” inspirierte Ansatz des "sprachsensiblen Unterrichts" zunehmend an Interesse. Daher wendet sich diese Tagung auch explizit an Forschende und Lehrende aus diesen Bereichen, die zu mehrsprachigen Gruppen im Fach- und Sprachunterricht in den amtlich deutschsprachigen Ländern arbeiten.

Diese Vielfalt von Kontexten im fachbezogenen Sprachunterricht und eine eher trügerischen Wahrnehmung von "Just do it" lassen TheoretikerInnen und PraktikerInnen jedoch auseinanderdriften. CLIL-PraktikerInnen scheinen vorwiegend auf ihre eigenen Erfahrungen aus dem Klassenzimmer zu setzen, und TheoretikerInnen scheinen sich eher auf umfassendere konzeptuelle Fragen zu konzentrieren.

Ziel dieser Konferenz ist es daher, den CLIL-ForscherInnen und -PraktikerInnen aller Sprachen und Kontexte einen Raum zur Verfügung zu stellen, in dem sie ihre Studien und Erfahrungen darüber austauschen können, was im CLIL-Klassenzimmer funktioniert, warum und wie. Ausgehend von der Prämisse, dass die Praxis als oberste RichterIn der Theorie dient, sind alle eingeladen, ihre Erfahrungen, Überzeugungen, Erkenntnisse und Theorien des CLIL und des sprachsensiblen Unterrichts im Kontext migrationsbezogener Mehrsprachigkeit zu präsentieren und zu diskutieren.

Diese Konferenz, die sich auch intensiver Forschung und Unterrichtsaktivitäten zum translingualen Wissenstransfer widmet, lädt auch zu Beiträgen mehrsprachiger und multimodaler Unterrichtspraktiken und -forschung ein.

Call for Papers

We welcome suggestions for paper presentations. Please submit a 300-word abstract for a paper presentation by June 1st, 2019. The official conference languages are German and English, and we welcome submissions for individual papers in these languages.

All submissions will undergo a peer review process. Notifications of acceptance will be sent out no later than August 1st, 2019. Presentations will be scheduled for 20 minutes plus a 10-minute Q & A session.

Please click here to download the CfP as a PDF file:

To submit an abstract, please use this form. We are looking forward to your contributions.


Registration opens July 1st 2019

Organising committee & contact

Andreas Bärnthaler – CEBS


Silvia Demmig ist Hochschulprofessorin für DaZ an der PH Oberösterreich in Linz. Ihre Arbeitsschwerpunkte sind Deutsch in der beruflichen Bildung, Language-Awareness, DaF/DaZ Methodik-Didaktik und Curriculumentwicklung sowie Testen und Prüfen. Ihre Promotion hat sie im Fach DaZ in Kassel absolviert, die Habilitation  im Fach DaF/DaZ in Jena Die Stationen in ihrem Arbeitsleben waren: Kassel und Umgebung als DaZ-Lehrerin, Paris (DAAD-Lektorin), Konstanz (Lektorat DaF, Leitung Sprachlehrinstitut), Jena (Leitung des Bereichs Testen und Prüfen, DSH), Essen (Vertretungsprofessur DaZ/DaF), Wien (Gastprofessur DaF) und Leipzig (Vertretungsprofessur Methodik-Didaktik DaF/DaZ).   

Marion Döll is Professor of Educational Science with a focus on language education and migration-related multilingualism at PHOOE. She's head of the Department of Educational Sciences and a member of the Linz Centre for Empirical Educational Research and Evaluation. For further information please visit



Erwin M. Gierlinger
Erwin M Gierlinger is Professor (PH) for the teaching English as a foreign language in secondary education at the University College of Education in Linz, Austria. His research interests primarily centre on teaching CLIL and CLIL teacher identity. His research in these fields has led to the publication of various articles and book chapters. Furthermore, he has also participated in various European CLIL teaching programs and been in charge of several pre- and in-service courses on the teaching of CLIL not only at his home institution but also at Vienna and Klagenfurt university. He has presented his model for the teaching of CLIL in secondary education at numerous international conferences and is the owner of the CLIL blog:


Please contact us by e-mail to

Confirmed Keynote Speakers

Porträtbild Phil BallPhil Ball is a CLIL materials writer and teacher-trainer, based in Spain. He works on European-based CLIL projects, and writes textbooks for the Basque and Spanish social science and English programmes. He designed the online ‘CLIL Essentials’ for the British Council and works as a consultant for NILE in England. He is the co-author of ‘Putting CLIL into Practice’ (OUP 2016) and his CLIL textbook series for the Basque curriculum was nominated for the ELTONS Innovation Award in London (2016).



Christiane Dalton-Puffer is professor of English Linguistics at the University of Vienna and the author of Discourse in CLIL classrooms (Benjamins, 2007). Her current research focus is on how teachers and students use language to express facts and concepts in working towards the curricular learning goals of specialist subjects.




Keith Kelly is a freelance education consultant, founder of the Forum for Across the Curriculum Teaching (FACT), author of Macmillan’s Science and Geography Vocabulary Practice Series and consultant to Macmillan's onestopclil website and along with Phil Ball and John Clegg, is co-author of OUP's 'Putting CLIL into Practice'.





Ute Smit is associate professor at the Department of English Studies, University of Vienna. As a CLIL researcher, she has been involved in national and international applied linguistic research projects, leading to recommendations for the Austrian Ministry of Education regarding CLIL at HTL (upper secondary technical colleges), and a range of international publications, e.g. Conceptualising Integration in CLIL and Multilingual Education (2016, Multilingual Matters) or numerous articles in international journals.

Confirmed Workshop Leaders



Marie-Theres Gruber teaches CLIL to pre-service and in-service teachers at the Catholic University College of Teacher Education Graz (KPH Graz) and supports schools/teachers in initial and implementation phases of primary CLIL instruction. She has been involved in different CLIL projects and has written CLIL materials over the years.






Isabel Pérez Torres has written her PhD on the use of WebQuests in foreign language teaching at the University of Granada. Inspired by her work as a secondary EFL teacher and researcher in the field Information and Communication Technology she has presented on numerous national and international conferences. She is also the owner of a hugely popular website Recently she has been responsible for the CLIL schools in the province of Granada (Spain) and she has also held courses on the teaching of CLIL and IT at Vienna University.





I am a British freelance consultant in CLIL, (video) coaching and English language teaching, living in the Netherlands. Making real connections with people – that’s what work is about for me. Connecting in order to develop professionally - in education. I train, teach, write and coach. I have been involved in English language teaching, teacher development and writing throughout my career, and CLIL in the last two decades. I work in many countries and contexts with teachers, trainers and managers in educational institutions (from secondary schools to universities) to support them in their development. Recently I have worked as a teacher trainer and materials developer in Kazakhstan, Spain, India, Japan, Curaçao and the Netherlands.






27th to 29th February 2020
Venue: Pädagogische Hochschule Oberösterreich
Kaplanhofstraße 40
4020 Linz, Austria