Abstract
A number of studies on CLIL, particularly from Spain, which is familiar to this author, will be analysed to show that there are numerous anomalies not only in the research, but in the analysis, and doubts about the conclusions drawn. CLIL instruction is not always necessarily that beneficial, and there is every reason to believe some students may be prejudiced by CLIL, and that not only academic, but also institutional, interests may be taking precedence over some students’ interests in the state educational sector. Some research issues are covered in the detailed analysis of one study before a plea is made for ensuring that disinterested research is carried out into the overall effects of CLIL initiatives in state educational institutions and systems, so that the welfare of all state-school students is recognised and respected.
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