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This chapter offers a reflective case study of CLIL, immersion and bilingual education in one Australian state: Queensland. The chapter draws on three situated ethnographic research projects in the last decade (from 2009 to 2019) that triangulate different sources of data to capture how and why Queensland has implemented plurilingual forms of CLIL across different school and programme types in mainstream schooling. As a predominantly Anglophone country, Australia offers an insight into CLIL programmes in languages other than English, with over a dozen different languages used as mediums of instruction in various programmes across the country. The implementation of these programmes in Australia is connected to unique sociolinguistic ecologies, as well as social processes and contexts at a time when government policy prioritised parental choice in educational markets. Drawing on studies about school choice and education markets, the chapter uncovers historical, political and social narratives and the ideological and political conditions that led to CLIL programmes emerging mainly in government schools as specialist programmes. The chapter argues that CLIL programmes in the Australian state of Queensland are embracing and representing a new, but contested, regime of values in government schools that are competing against private schooling options.
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