This dissertation examines the opportunities and challenges of Content and Language Integrated Learning (CLIL) in Dutch pre-vocational secondary education (vmbo). While bilingual education has often been associated with academically high-performing pupils, this study investigates whether CLIL can also function successfully in more diverse and practically oriented educational contexts. Drawing on longitudinal quantitative and qualitative research conducted in seven Dutch secondary schools, the dissertation compares the English language development of CLIL and non-CLIL vmbo pupils in vocabulary, grammar, writing, speaking, and willingness to communicate.
It also explores the perspectives of CLIL teachers and pupils themselves. The findings indicate that inclusive forms of CLIL can support language development and positive attitudes, provided that programs take account of learners’ needs, educational context, and the importance of meaningful communication and support.