Bilingual education programs are considered to be powerful tools used to foster the development of foreign languages, especially when focusing on language development. In Europe, the adoption of the approach known as content and language integrated learning (CLIL) has spread rapidly as one of the models that best fit the necessities of both bilingual and monolingual communities (Marsh, 2013). However, this model is far from being exclusive and the promotion of the foreign language can also be complemented by a desire to consolidate the linguistic competence of all the languages present in the curriculum, not only the foreign language. This article explores the rationale of a proposal that aims to develop subject specific literacies to promote efficient construction of meaning, and presents a series of practical recommendations at the organizational and methodological level to extend this method to all languages used as a vehicle of instruction in schools.