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Research says explicit, followed by communicative application of rules. Context however is very influential. in England, secondary MFL, participant teachers fully supported in their CLIL approach were observed sustaining explicit metalinguistic activities in the target language, effectively conducting both implicit and explicit focus on form. Interestingly, two were observed in a selective school, and one in an inner London comprehensive. Multicultural context were their only common feature. I have just completed a PhD on this topic. Liviero, 2014; Exeter.ac.uk ORE repository