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A frequently mentioned advantage of CLIL is that it is a theory of practice, with an intrinsic flexibility and heterogeneity; nonetheless, there is often confusion regarding the factors of success and failure among teachers applying the approach, which often leads them to unwittingly misapply CLIL. This article first presents several definitions of CLIL, and the practical and theoretical assumptions at its core, and then analyzes a number of longitudinal studies from such places as Canada, the Netherlands, Spain, Hong Kong, the Philippines, and Malaysia in order to identify factors that contribute to the relative success or failure of this methodological approach. Drawing on a basis of research and training courses for CLIL teachers, this study presents its unique and defining factors and presents guidelines for teachers who wish to apply it.

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English as a Medium of Instruction (EMI) has rapidly become a widespread phenomenon in Europe, especially in many Italian institutions. The growth of EMI is currently exponential as well as non-regimented; it is therefore very important to obtain updated, local data regarding this phenomenon, which could be of use in developing future national policies. This study describes the data gathered in a 2015 survey of English-Medium Instruction (EMI) which included all Italian universities. The survey concentrated on three areas, the lecturers and students involved and the overall organisation of the courses in both private and public institutions in the North, Centre and South of Italy. The paper updates information on the same topic gathered from a previous questionnaire (Costa & Coleman, 2012), reflecting on what has changed during the intervening three years.

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