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Some Hungarian faculties retreat from fully integrating into the world of international higher education and this failure to open themselves hinders departments teaching languages for special purposes departments from reaching their potentials within their faculties. The author will focus on how to introduce CLIL courses and discuss the benefits of doing so.

The introduction of CLIL programs into the curriculum of any faculty presents stakeholders at all levels with a wide range of challenges, the most significant of which is that all the individuals and organizations involved in the process of establishing such a program have to work together towards a common goal. Similarly, Stoll et al.(2006: 5) define the professional learning community as a group of people which is “inclusive”, which not only work together, but offers mutual and shared “support”, in order to “learn new and better approaches that will enhance all pupils’ learning”. The key ideal I wish to focus on and relate my entire interrogation of the problems associated with introducing CLIL courses into some Hungarian faculties is the notion of inclusiveness.