Content and language integra ted learning (CLIL) has been recognised in the educati onal pla tforms in many European countries . It provides a unique chance to combine foreign language competences and knowledge wi th the content of other subjects such as geography, a rts , history, ma ths and many others . Despite the fact tha t professional and s cientifi c papers provide a high number of e vi dence on a positi ve i mpa ct of CLIL lessons , the truth is tha t the less experienced countries face problems wi th CLIL i mplementation a t thei r ins titutions due to many problems . This paper interprets the fi ndings from the project Erasmus + comprising prima ry and seconda ry s chools, and thei r experience gained wi thin the CLIL implementa tion in La tvia , Li thuania, Sweden and Ital y. It also focuses on interpreta tions of the da ta collected through document anal yses and observa tions concerning the CLIL lessons ca rried out in the above-mentioned European countries .

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The aim of this paper is to present the outcomes of the recently finished project in selected European countries, supported by the European Union, particularly within the project Erasmus+, KA2 Cooperation for Innovation and the Exchange of Good Practices, Strategic Partnerships for school education. This paper presents the project outlines and interprets the project outcomes carried out in primary and secondary schools in Latvia, Lithuania, Sweden, and Italy. It focuses on interpretations of data collected through document analyses and observations concerning the CLIL lessons carried out in the above mentioned European countries. The project has been considered a "Good practice project" by the Slovak Academic Association for International Cooperation.Keywords: CLIL, primary and secondary schools, multiculturalism, diversity, good CLIL practice CLIL has developed into a holistic approach, since it was first coined by David Marsh in 1994, to deep learning of foreign languages in which all learners can succeed. Empirical research carried out, not only in this project, confirms that there is no one model for CLIL. This statement has also been verified in the recently finished project, named "Transnational exchange of good CLIL practice among European Educational Institutions". The project set up the crucial question in its beginning -"What is a good CLIL practice?" We have carried out document analyses and observed diverse forms of CLIL application and we think that CLIL diversity is the good practice we were looking for obviously if CLIL basic principle of duality is followed in CLIL activities or lessons. Finally, it has been proved that due to the diversity of historical, economic, national, and educational contexts there are several good CLIL practices.