In foreign language teaching, topics such as political, historical and cultural developments are often addressed; these subjects represent authentic content and support students in language learning as well as in the formation of additional skills. Alternatively, knowledge from content subjects is sometimes taught by using a foreign language as a medium of instruction. In doing so, knowledge acquisition and language learning are enhanced at the same time. This type of instruction may be based on different pedagogical theories; one approach, for instance, is Content and Language Integrated Learning (CLIL), which has been met with great interest since the mid 1990s in Europe. The present diploma thesis also deals with the CLIL approach: the first part is concerned with the theoretical principles of CLIL, its benefits and challenges; it gets delineated from other theoretical approaches and educational programmes afterwards. As English is often used as the vehicular language in CLIL lessons, it was particularly interesting to consider the question of how the knowledge of a subject, in this case cultural management, can be taught in Italian. For this purpose, teaching materials on theatre and film were compiled; they were complemented by additional activities concerned with the preparation of presentations, the organisation and writing of a review and the design of a portfolio. These materials, constituting the second part of this thesis, should be seen as a collection which teachers can select from to arrange activities according to their needs. Some of these materials were tested in the field as part of a workshop on CLIL in a vocational school in Graz and, subsequently, evaluated with the help of questionnaires. Even though several of these findings were surprising, many of them confirmed the hypotheses. The survey, which can be found in the third part of this diploma thesis, provides an interesting insight into the practical use of CLIL.