This article reports on a survey that argues that secondary level Content
and Language Integrated Learning (CLIL) cohorts are different to their non￾CLIL counterparts in a number of respects at the start of their courses. These
include students’ previous grades (especially for English, the target foreign
language), along with parental interest and students’ future expectations. A
high percentage of the CLIL students think their programmes are selective,
and the students’ previous grades suggest that CLIL courses exclude the less
academically able, while not always selecting all the most able students. Most
of the CLIL students believe that CLIL programmes are good for their schools,
but they should not be imposed on all students. A number of the CLIL students
find their programme difficult. One conclusion is that CLIL programmes exclude
certain students, and, even if CLIL is successful, this is partly due to its selective
nature. Furthermore, CLIL courses should not divert attention away from
existing foreign language classes, especially in non-CLIL courses, which have a
more diverse student cohort.

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• CLIL and non-CLIL: differences from the outset

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