A dual-focused learning method in which an extra language is applied in teaching and learning both language and content is referred to as CLIL. In other words, CLIL is known as an educational method that has a dual objective that includes subject matter learning and learning the language which is used as a medium of instruction in relation to the content. CLIL has been viewed as an umbrella term for the approaches wherein certain kind of support in the academic language is provided to the students so as to facilitate content learning through the particular language (Nowak, 2011). Both the content and language are developed steadily and simultaneously. CLIL is considered as the innovative synthesis of both language education and subject education (Nowak, 2011). In Europe, CLIL is an approach of education wherein varied languages and supportive methods are used which results in a dual-focused system of instruction. Notably, CLIL places due consideration to both language and content. Achieving the goal of CLIL requires developing a new approach to teaching in which the non-language subject is taught with the help of a foreign language. There is one more approach of learning which is known as Content-Based Language Learning (CBLL) but it is quite different from CLIL as there is a difference in premeditated pedagogical assimilation of contextualized content, learning, and teaching practice along with communication and cognition. It has been viewed that CLIL is a vital tool that has a significant influence on the language learning. Precisely, CLIL is an approach that supports diversity in language because it facilitates in achieving the plurilingualism and interdisciplinarity and it incapacitates the limitations of the curriculum in traditional school and focuses towards the integration of this curriculum (Coyle, 2005. Gaballo, n.d.Pavesi et. al., n.d.).