A very important aspect of Content and Language Integrated Learning (CLIL) is the role it covers within a specific country. Choosing to study in a bilingual school means more than merely choosing to properly learn a second language. This paper deals with the impact of CLIL, and especially of the English language and culture, on the very strict and long-established teaching methods traditionally employed in Hungary. In such a rigid educational environment, teaching in a language different from Hungarian entails a number of implications that pave the way to innovation and flexibility, and shifts the attention from the teacher to the student, freeing him from formalities and stressful learning conditions and opening his mind to the awareness and the pleasure of learning.
