This report documents findings of a study investigating the relationship between Content and Language Integrated Learning (CLIL) and English Medium Instruction in Italy where some CLIL is now mandatory at upper secondary level. 

Through vocabulary tests, interviews with students and recordings of classes/lectures, we measured students' English vocabulary knowledge against the vocabulary in the teachers' talk, the nature of classroom interaction in the two settings and the students' approaches to their learning in general and their in-class listening strategies in particular. In this way we aimed to identify the challenges students faced in English-medium education in the secondary and tertiary educational phases. 

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