Developing (language) learner autonomy through CLIL

Abstract This paper analyses the points of contact between Content and Language Integrated Learning (CLIL) and learner autonomy, starting from Wolff (2003)’s assertion that CLIL is an excellent learning environment where achieving the principles of autonomy and that autonomy, in turn, sets the stage for an effective implementation of CLIL. By taking into account the key aspects characterising teaching and learning in CLIL (learning content, objectives, activities, etc.) and in an autonomous classroom, this paper is going to highlight the reasons why CLIL-based instruction would promote more responsibility and learning awareness in students.