Blurb:

This chapter showcases how CLIL (Content and Language Integrated Learning), EMI (English as a Medium of Instruction), and CMC (computer-mediated communication) can dovetail to become an effective tandem not only in realigning foreign language (FL) teaching with the latest trends in language pedagogy, but also in developing the linguistic skills and components. More specifically, it will focus on the use of CMC within the CLIL classroom to develop written interaction. After framing the discussion against the broader backdrop of both concepts under scrutiny –CLIL/EMI and CMC-, which it will define and characterize, it will go on to illustrate how they conflate in their underlying rationale. It will then canvass the main studies hereto conducted in the bilingual classroom at all educational levels to develop written interaction through CMC. After expounding on the advantages of the conflation of CLIL/EMI and CMC, practical recommendations will be provided for their future incorporation in the bilingual classroom. The ultimate aim is to base pedagogical decisions on empirical evidence in order to guarantee a success-prone implementation of two current trends on the FL education scene and which can greatly contribute to the improvement of written interaction.