The aim of this paper is to analyse how CLIL methodology could be useful in developing listening comprehension in both content and language classes. Research findings are based on the materials produced by the international team
of a Socrates Lingua 2 project - “Language in Content Instruction” (LICI) which was carried out during 2006-2009 and has involved 8 partners coming from 7 European countries. The focus of the LICI project and its products was the language of learning and instruction in a CLIL environment. The Language In Content Instruction (LICI) model emphasizes the role of language resources in encoding content-specific meaning. Language and meaning are integrated, and by extending language, meaning resources extend accordingly. The language focus consists of the training of language skills (listening, speaking, reading and
writing), vocabulary and grammar. For linking content with language, general and content-specific thinking skills and strategies are analysed. This paper focuses on the analysis of theoretical issues as well as practical examples illustrating
how it might be possible to select and use different strategies in order to develop listening skills in a CLIL environment.