Abstract
The implementation of content and language integrated learning (CLIL) means significant changes in the way in which teaching is planned, sequenced and carried out. The adoption of a new curriculum, which integrates linguistic and non- linguistic material, as well as the linguistic and methodological needs that come with the introduction of this type of teaching, have generated feelings of concern and uncertainty. This paper reports those concerns and uncertainties in the Andalusian context, and strives for clarifying issues related to the theoretical assumptions, teaching implementation
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