Abstract
The book deals with the issue of non-native language instruction of content subjects in a Czech secondary education envirionment. This topic is viewed upon through the prism of Content and Language Integrated Learning (CLIL).
The question is raised whether or not such an approach is feasible to be used in ordinary educational settings; which is addressed in the analytical part, which examines a CLIL project that was conducted previously. While discussing World War One, it combined the instruction of English and History.
Do only exceptional students benefit from demanding projects, such as CLIL? Should these projects be conducted despite the threat that the majority will not be able to appreciate them? Is really "one man worth ten thousand?" Or are we asking the wrong question altogether? Such are the questions addressed by the book.