Although they have different prototypical core features, and originated in different time, geographical and socio-political contexts, immersion education (Canada, 1960's) and CLIL (content and language integrated learning; Europe, 1990's) both seek to develop learners' bi-and multilingual and their cognitive, conceptual and social skills, considering them as intertwined. The main focus of this review lies on language learning outcomes and (both general and language-specific) language use in both types of education.