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As part of our special debate Clil: Complementing or Compromising English Language Teaching, education professionals from around the world tell us how they are combining language and content in their classrooms
Introduction: The best way to learn about how to combine content and language is from the teachers who are doing it. Our Clil voices project delivers some shared surprises
The debate: As more schools and colleges combine content and language teaching, two Clil experts argue that ELT professionals should now get involved and share their expertise
The debate: Second langauge medium instruction should be introduced only at secondary level and should use teachers trained in both language and content
The debate: Spain's experience with Clil can serve as a realistic model for other countries wanting to reduce barriers to language learning
Clil voice: Wu Haiqing is starting to expose his students to English in their maths lessons, and he's discovered that storytelling helps
Clil voice: Peter Sansom finds that bringing English into his art classes has helped to develop richer content for his students
Clil voice: Christina Oddone teaches a diverse group of young adults at a vocational secondary school. Teaching science subjects in English has given them a new interest in the language
Clil voice: Laura Craigen needed to be persuaded to try teaching science in French, but her students' enthusiasm and confidence took her by surprise
Clil voice: Eufemia Rosso Delgado and Guadalupe Galán Révora's science lessons mix English and Spanish, but at the end of lessons children do online study with their own 'virtual books' in English
Clil voice: Starting to teach a science class in English was an opportunity for Choi Wonil to boost her students' skills and her own
