In recent decades, increasing numbers of English as Medium of Instructions (EMI) courses have been added to university curriculum. These courses are offered as a way of supporting university internalization and addressing the global status of English in countries where English is not the first language.

However, some studies say that EMI courses might affect the overall learning of a course content because of students’ poor lecture comprehension and passive engagement in class. To facilitate students’ engagement and improve learning experiences in EMI courses, the authors introduce a CLIL approach that would facilitate students’ overall learning in Psychology. By focusing rather on the content, students acquire the target language unconsciously. Learning a language through content does not only increase students’ motivation but also improves their performance, both in language and content.

This article demonstrates a possibility of combining Psychology as a university subject and CLIL intends to explore prospective benefits and obstructions. The recently conducted experiment has shown that the students’ interest in Psychology as well as their concentration increases, mainly due to the use of different teaching techniques employed and partly due to use of English as the language of instruction.

However, one of the drawbacks of teaching Psychology in any other language than the students’ mother tongue is the fact that Psychology deals with rather abstract phenomena which might cause problems in comprehension and thus can interfere negatively with the learning process. Further issues raised in the field of CLIL Psychology will be discussed in the empirical part and in the curriculum analysis.

Notwithstanding all the advantages and disadvantages of a CLIL Psychology subject, the results of the survey show that there is considerable interest and valuable outcome to integrate such a course into HEIs.