Content and language integrated learning (CLIL) implementation has become the cornerstone of educational change all around Europe, building on a reconceptualization of language learning, as well as an innovative remodelling of pedagogical perspectives. In a foreign-language-mediated CLIL scenario, different aspects of teaching and learning are affected: curriculum development, task designing, available resources, language and content relationship, or translanguaging. This has led teachers enrolled in multilingual educational programs to reconsider, rediscover, and reinvent their practice. However, although methodological commonalities exist, the full significance of CLIL implementation goes beyond methodology, because it develops out of the synergy brought about by integrating language learning methods and methodologies related to the learning of other subject matter. CLIL is a reconceptualization, a philosophy of language learning, an approach. This article addresses the analysis of existing research on CLIL implementation, along with its pedagogical implications and its impact on remodelling teaching practice.
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