The growing interest in Content and Language Integrated Learning (CLIL) has resulted in enthusiasm in and active pursuit of improved methods of foreign/ second-language (L2) teaching in Europe. However, the definition and scope of the term CLIL both internally, as used by CLIL advocates in Europe, and externally, as compared with immersion education in and outside Europe, indicate that the core characteristics of CLIL are understood in different ways with respect to: the balance between language and content instruction, the nature of the target languages involved, instructional goals, defining characteristics of student participants, and pedagogical approaches to integrating language and content instruction. We argue further that attempts to define CLIL by distinguishing it from immersion approaches to L2 education are often misguided. The aim of this article is to examine these ambiguities and to call for clarification of the definition of CLIL. Clarification is critical if CLIL is to evolve and improve systematically and if CLIL educators are to benefit from the experiences and knowledge acquired in other educational settings.

This paper focuses on the linguistic landscape of two streets in two multilingual cities in Friesland (Netherlands) and the Basque Country (Spain) where a minority language is spoken, Basque or Frisian. The paper analyses the use of the minority language (Basque or Frisian), the state language (Spanish or Dutch) and English as an international language on language signs. It compares the use of these languages as related to the differences in language policy regarding the minority language in these two settings and to the spread of English in Europe. The data include over 975 pictures of language signs that were analysed so as to determine the number of languages used, the languages on the signs and the characteristics of bilingual and multilingual signs. The findings indicate that the linguistic landscape is related to the official language policy regarding minority languages and that there are important differences between the two settings.Keywords: minority languages, linguistic landscape, English, Frisian, Basque Introduction: The Study of the Linguistic LandscapeMultilingualism is a common phenomenon, which can be studied from different perspectives including the use of languages in the sociolinguistic context. One of the possibilities is to analyse languages in context by focusing on the written information that is available on language signs in a specific area. This perspective is known as the study of the linguistic landscape, which has been defined as follows:The language of public road signs, advertising billboards, street names, place names, commercial shop signs, and public signs on government buildings combines to form the linguistic landscape of a given territory, region, or urban agglomeration. The linguistic landscape of a territory can serve two basic functions: an informational function and a symbolic function. (Landry & Bourhis, 1997: 25) This paper focuses on the relationship between linguistic landscape and the sociolinguistic context. This relationship is bidirectional. On the one hand, the linguistic landscape reflects the relative power and status of the different languages in a specific sociolinguistic context. In this sense it is the product of a specific situation and it can be considered as an additional source of information about the sociolinguistic context along with censuses, surveys or interviews. The majority language of a language community is more likely to 67 be used more often in place names or commercial signs while the minority language or languages will not be as common (see for example Ramamoorthy, 2002;Xiao, 1998). On the other hand, the linguistic landscape contributes to the construction of the sociolinguistic context because people process the visual information that comes to them, and the language in which signs are written can certainly influence their perception of the status of the different languages and even affect their own linguistic behaviour. The linguistic landscape or parts of the linguistic landscape can have an influence on language use. The study of ...

Traditionally, languages have been separated from each other in the school curriculum and there has been little consideration for resources that learners possess as emergent multilinguals. This policy is aimed at the protection of minority languages and has sought to avoid crosslinguistic influence and codeswitching. However, these ideas have been challenged by current multilingual ideologies in a society that is becoming more globalised. Within the field of multilingual education studies, there is a strong trend towards replacing the idea of isolated linguistic systems with approaches that take multilingual speakers and their linguistic repertoire as a reference. This article focuses on translanguaging, a concept that was developed in bilingual schools in Wales and refers both to pedagogically oriented strategies and to spontaneous language practices. In this article, translanguaging will be analysed as related to the protection and promotion of minority languages. Examples from multilingual education involving minority languages will be shown in order to see how translanguaging can be at the same time a threat for the survival of minority languages and an opportunity for their development. A set of principles that can contribute to sustainable translanguaging in a context of regional minority language use will be discussed.

In this article, we analyze the relationship between studies in second language acquisition and studies in bilingualism as areas that have been traditionally ignored but which share some common perspectives. Then we look at new trends in both areas that are compatible with a holistic perspective in the study of multilingualism. Based on these trends, we propose "Focus on Multilingualism," an approach that looks at the whole linguistic repertoire of multilingual speakers and language learners and at the relationships between the languages when conducting research, teaching, or assessing different languages. In the second part of the article, we report on the results of an exploratory study on the development of writing skills in three languages: Basque, Spanish, and English. We explore different ways to look at the three languages and their interaction by focusing on the multilingual speaker and his or her languages rather than each of the specific languages in isolation. The results indicate that the languages are related to each other in different ways and that multilingual speakers develop their creativity in these language practices. We argue that by focusing on the different languages, we can gain new insights about the way languages are learned and used.IN THIS ARTICLE, WE COMBINE DIFFERENT perspectives in the study of second language acquisition (SLA) and bilingualism/multilingualism studies as a basis to propose "Focus on Multilingualism," a perspective for both research and teaching. First, we look at some common characteristics of research and teaching, some new trends that bring together these two areas of applied linguistics, and the different languages being learned and used in school contexts.Second, we follow with the section entitled "The Study" in order to analyze whether the "Focus on Multilingualism" perspective can provide new information when compared to traditional approaches. We report on an exploratory research