Readiness for CLIL: System-Level Considerations for Schools

Abstract

While CLIL (content and language integrated learning) has been widely discussed from a pedagogical perspective, less attention has been given to the organisational and system-level conditions that support successful implementation. Drawing on both CLIL literature and practical experiences working with educators, school leaders, and policymakers across a range of educational contexts, this article explores six key readiness considerations for schools implementing or refining CLIL programmes. These considerations are organised into three broad areas: strategic readiness, instructional readiness, and equity and sustainability readiness. Rather than presenting a universal model, the article argues that CLIL readiness is context-dependent and should be understood as an ongoing institutional commitment to creating the conditions in which both content and language learning can flourish.