Successful learning in CLIL remains based on (1) communication, (2) ways of engaging in the learning process and (3) the use of meaning-making strategies. It may be gradually introduced, embedding it at three levels: into the classroom (routines, organization, pupils’ behavior), the school and the curriculum. Content and language integrated learning (CLIL) is a dual approach aiming to develop both language and academic subject knowledge. The present article gives ideas to develop socio-emotional competencies in English courses: the capacity to identify the emotion, to understand the causes and consequences, to express their emotions and to do so in a socially acceptable manner, to manage stress and to use their emotions to increase the effectiveness of thinking, decision making and actions. Learning a foreign language involves a wide range of cognitive, social and affective skills.
