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Many studies show positive correlations between content and language integrated learning (CLIL) and the learning of English as a foreign language. However, findings from CLIL research in Sweden do not match those obtained elsewhere. The aim of this article is to show that some explanations for discrepancies in results obtained across CLIL contexts in Europe may be found in nation-specific contextual factors. Four such factors are focused on: policy framework, teacher education, age of implementation, and extramural exposure to English. The article gives an overview of these factors in four European countries: Finland, Germany, Spain, and Sweden. A coordinate system is created using four quadrants: the policy framework factor is paired with amount of research; the age factor is combined with amount of CLIL; the teacher education factor includes pre-service and in-service programs; and extramural English is considered in amount and range. From this coordinate system, nation-specific CLIL profiles emerge. It is argued that such national profiles will serve as an essential theoretical point of departure for comparisons of research results across nations. Furthermore, the profiles will facilitate policy-level discussions on CLIL implementation in individual countries.
