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Apart from linguistic diversity and multilingualism, empirical research into diversity is only in its beginnings in the Austrian educational context. CLIL research, on the other hand, is well-established but has not tended to focus on pedagogical practices. This study explores teachers' and students' self-reported experiences in Austrian CLIL classrooms with regard to the phenomenon of diversity and the pedagogical practices addressing it. This mixed-methods study used the research instruments (questionnaires, interview guides) developed in the ADiBE project. Three Viennese secondary schools with two classes each participated in the study. In total, 132 students answered the questionnaires. Six focus group interviews with 6-8 participants were conducted (one for each participating class). Teacher questionnaires were distributed in but also beyond the participating schools (N = 30), and eight teachers from the participating schools were interviewed. With regard to the phenomenon of diversity as such, our results suggest a system-inherent ambivalence between segregation and egalitarianism. Concerning pedagogical practices during CLIL lessons, such as language scaffolding, learner-centred design or use of German, the responses of students and teachers show that different aspects of classroom reality carry different weight with the two groups of participants.

This paper focuses on Content and Language Integrated Learning (CLIL), an educational approach where a foreign language is used to teach non-language subjects. More specifically, this contribution presents new insights into an under-researched area, namely the potential of CLIL in fostering the learning and use of subject-specific target language vocabulary (SSV). This is investigated in a case study analysing spontaneous oral classroom productions of two groups of advanced, secondary-school students in an Austrian CLIL programme within the subject European economics and politics. Based on a holistic definition of SSV comprising both single and multi-word lexical units, complementary quantitative lexical and qualitative discourse-embedded research methods are employed to present a comprehensive picture of the engagement of learners with subject-specific vocabulary. Findings of the lexical analysis show a substantial and active use of SSV with some homogeneity but also considerable variation between students. Discursive investigations of the affordances for learning arising in interactions indicate that in constructing and negotiating SSV, the students make use of a range of learning and communication strategies, which indicates their heightened level of SSV learning awareness.

While research on CLIL suggests positive impacts on lexical proficiency and on spoken language, the crucial question of the effect of CLIL on advanced learners, both in terms of subject-specific language (SSL) proficiency and content knowledge, has received less attention. We argue that the ability to negotiate a factual position appropriately is a key element of SSL, relating to both content and to foreign language ability. As a theoretical framework for understanding these negotiations of generally opposing standpoints, we use argumentation theory. The study was conducted in upper-secondary CLIL classes on European economics and politics in Austria. From the data set of 16 hours of video-recording, comprising teacher-whole class interactions, group work, and role plays, episodes of argumentation were extracted and analysed. Two types of argumentation patterns emerge, with one focused on the joint construction and learning of new SSL and content knowledge, and the other on the enactment of such knowledge in interaction. Students' engagement in these argumentations gives clear evidence of their SSL proficiency in prepared and unprepared oral production. As the type of classroom event has an effect on the specific argumentation patterns, the need for exposing students to a diversity of educational practice is underlined.

Content and Language Integrated Learning (CLIL) is one of the most dynamic pedagogic trends in language teaching in Europe, and yet, the enthusiasm with which this innovation is implemented by stakeholders and "made a success" is not fully understood. In this paper we argue for an investigation of CLIL implementation as a form of extended language policy, which relates language management, practice and beliefs, and so expands the notion of policy well beyond a top-down legislation. In this contribution, the suggested centrality of beliefs to CLIL policy analysis will be shown by a detailed investigation into the lay theories of teachers and learners involved in CLIL instruction in Austrian upper secondary colleges of technology, which traditionally attract students considered as relatively unsuccessful foreign language learners. The data consist of 48 in-depth interviews with teachers and students in this setting, covering a range of teacher specialisations and of student abilities. The discursive and content analysis of these interviews shows clear clusters of beliefs relating to language learning, the effects and benefits of CLIL and to the construction of success regarding CLIL. Findings suggest that the strength of beliefs and the relative absence of language management result in a construction of CLIL and of CLIL success that is partly at odds with those of experts or policy-makers, but which is linked directly to local CLIL practices. Issues arising of these mismatches are discussed. (Contains 3 notes.)