CLIL (Content and Language Integrated Learning) has emerged since the millennium as a major trend in education. Written by Do Coyle, Philip Hood and David Marsh and drawing on their experience of CLIL in secondary schools, primary schools and English language schools across Europe, this book gives a comprehensive overview of CLIL. It summarises the theory which underpins the teaching of a content subject through another language and discusses its practical application, outlining the key directions for the development of research and practice. This book acknowledges the uncertainty many teachers feel about CLIL, because of the requirement for both language and subject knowledge, while providing theoretical and practical routes towards successful practice for all.

Taking into consideration the definitions and implications of the 'content and language integrated learning' and 'English for specific purposes' we will try to identify the affiliation of the Foreign language classes, especially English, taught in Academies, to these methodologies. The characteristics of the methodology that fit better to the type of classes we teach will be of the greatest importance.

Patients with right hemisphere lesions may be impaired in mobilizing attention and in emotional behavior. If so, autonomic responses to the mobilization of attention should be blunted. This was found when we studied the anticipatory heart rate deceleration that is seen normally in the foreperiod of a warned reaction task.

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