76 © 2014 The authors and IJLTER.ORG. All rights reserved. International Journal of Learning, Teaching and Educational Research Vol. 8, No.1, pp. 76-92, October 2014 «Learning in the Traces of Greek Culture»: A CLIL Project for Raising Cultural Awareness and Developing L2 Skills Isaak Papadopoulos and Dr. Eleni Griva University of Western Macedonia Florina, Greece Abstract: In response to the new demands of education in Greece, including a significant percentage of multilingual and multicultural student populations, the need of teaching Greek as a Second language (GL2) has been mandatory for the sake of immigrant students‟ inclusion in the dominant society. This pilot project, following the Content and Language Integrated Learning (C.L.I.L) approach, has been piloted with a class of 30 immigrant children (aged 11 years old) of Albanian origin, who had been attending a Greek primary school for 3 years. It was initiated with the purpose to provide insights into developing students‟ skills in GL2 and aspects of Greek culture and history. The mini syllabus was developed on the basis of criteria for developing sustainable CLIL teaching as suggested by Coyle‟s 4 Cs framework (2007) and was designed around ten units with famous Greek ancient monuments being at the core. For the estimation of the feasibility of this project, there have been used three basic tools a) a pre- and a post- test about the language and the content knowledge assessment, b) journals kept by the teacher and c) portfolios kept by the students throughout the project. The findings showed a significant improvement of the students‟ skills in GL2, as well as their enhancement of content knowledge. Keywords: CLIL, second language, culture cultural awareness language skills Introduction The European Union has indicated a great interest in promoting multilingualism in the current society, and launched numerous actions to support and maintain linguistic diversity in European context (European Commission, 2003)Typically, the Action Plan "Promoting language learning and linguistic diversity 2004- 2006" makes an extensive reference to different areas of language education such as the extension of the benefits arising from language learning to all citizens as a lifelong activity, the need to upgrade the quality language teaching at all levels and of course the need for a European environment that encourages learning. Within this wider promotion of multilingualism, the Content and Language