This paper presents insights into Content and Language Integrated Learning (CLIL) programs in Queensland. CLIL programs use a second language as the medium of instruction to deliver mainstream subjects, such as science, maths or history, as a form of intensive language learning. The paper presents an analysis of pedagogical considerations and domains, elicited from interviews with CLIL programs directors at different Queensland schools, using a variety of second languages in their CLIL programs. The analysis is guided by a synthesis of CLIL pedagogies and theories of bilingual education, as well as a research framework inspired by three concepts: Fields of Visibility, Technical aspects of program enactment, and Forms of Knowledge. The paper concludes that CLIL is a promising teaching design model as a response to renewed calls for languages learning in Australia. However, the demands of CLIL programs require CLI program directors and teachers to apply a multitude of pedagogical considerations: subject-specific concepts; available teaching resources in the second language; translation and simplification of materials; students' access to learning through modified language. CLIL programs therefore need to be supported through resources and focussed professional development opportunities.
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