Chantal Hemmi is an Associate Professor at Sophia University, Japan. Darío Luis Banegas is a Lecturer at the University of Strathclyde and an Associate Fellow at the University of Warwick, UK.

“This edited volume is thus a welcome addition to the field, and would serve as a brilliant resource for all stakeholders looking for enhancing their pedagogical or practical CLIL models and/or practices.” (Mahboubeh Rakhshandehroo, RELC Journal, October 7, 2021)“This volume takes a global stance by a careful selection of contributions from well-established international researchers on CLIL teaching and learning practices … . The suggested readings and engaging priorities will leave readers with insightful resources to probe on. We find this volume a highly recommended reading, and it will appeal to those interested in understanding empirical and theoretical forefronts in CLIL and will shed light on English language teaching, teacher professional development as well as bilingual or multilingual education.” (Xiaolan He and Zhiwu Zhang, Frontiers in Psychology, frontiersin.org, August 17, 2021)

• Chapter 1: CLIL: An Overview (Chantal Hemmi and Darío Luis Banegas).- Section I: CLIL Practices.- Chapter 2: Authenticity and Motivation in CLIL: Creating a Meaningful Purpose by Experiencing the Language in Use (Richard Pinner).- Chapter 3: Assessing Students’ Learning of History Content in Spanish CLIL Programmes: A Content and Language Integrated Perspective (Elena del Pozo and Ana Llinares).- Chapter 4: Current Practice and Challenged of Assessment in CLIL in a Japanese University Context (Takanori Sato, Katsuya Yokomoto and Graham Mackenzie).- Chapter 5: Translanguaging in Science Lessons: Exploring the Language of Science in L2 Low Achievers in a Public School Setting in Colombia (Edgar Garzón-Díaz).- Chapter 6: The Role of the Essential Question in Eliciting Critical Thinking in CLIL Classes at a Japanese University (Hiroko Aikawa, Emi Fukasawa and Chantal Hemmi).- Chapter 7: Developing Intercultural Competence: A Comparison of CLIL and Language Majors Before and After Industrial Placements (Wenhsien Yang).- Section II: CLIL Professional Development and Awareness.- Chapter 8: The Role of CLIL in Learning About TESOL: Reflections from an Australian Master of TESOL Course (Marianne Turner).- Chapter 9: CLIL-ising EMI: An Analysis of Student and Teacher Training Needs in Monolingual Contexts (María Luisa Pérez Cañado).- Chapter 10: Top-down and Bottom-up CLIL Teacher Development: Lessons Learned from Austrian in-service CLIL Teacher CPD (Andreas Bärnthaler and Keith Kelly).- Chapter 11: Developing the C in Content and Language Integrated Learning: Teacher Preparation that Builds Learners’ Content Knowledge and Academic Language Through Teacher Collaboration and Integrated Pedagogical Training (Margo DelliCarpini).- Chapter 12: Language-driven CLIL in Primary Education: An Analysis of General English Coursebooks in Argentina (Darío Luis Banegas and Gabriela Tavella).- Chapter 13: Sistemas Educacionais (SE) and CLIL Developments in Brazil: From Promises toProspects (Julia Landau, Raul Albuquerque Paraná and Sávio Siqueira).- Chapter 14: CLIL: Present and Future (Darío Luis Banegas and Chantal Hemmi).

Chantal Hemmi is an Associate Professor at Sophia University, Japan. Darío Luis Banegas is a Lecturer at the University of Strathclyde and an Associate Fellow at the University of Warwick, UK.

“This edited volume is thus a welcome addition to the field, and would serve as a brilliant resource for all stakeholders looking for enhancing their pedagogical or practical CLIL models and/or practices.” (Mahboubeh Rakhshandehroo, RELC Journal, October 7, 2021)“This volume takes a global stance by a careful selection of contributions from well-established international researchers on CLIL teaching and learning practices … . The suggested readings and engaging priorities will leave readers with insightful resources to probe on. We find this volume a highly recommended reading, and it will appeal to those interested in understanding empirical and theoretical forefronts in CLIL and will shed light on English language teaching, teacher professional development as well as bilingual or multilingual education.” (Xiaolan He and Zhiwu Zhang, Frontiers in Psychology, frontiersin.org, August 17, 2021)

• Chapter 1: CLIL: An Overview (Chantal Hemmi and Darío Luis Banegas).- Section I: CLIL Practices.- Chapter 2: Authenticity and Motivation in CLIL: Creating a Meaningful Purpose by Experiencing the Language in Use (Richard Pinner).- Chapter 3: Assessing Students’ Learning of History Content in Spanish CLIL Programmes: A Content and Language Integrated Perspective (Elena del Pozo and Ana Llinares).- Chapter 4: Current Practice and Challenged of Assessment in CLIL in a Japanese University Context (Takanori Sato, Katsuya Yokomoto and Graham Mackenzie).- Chapter 5: Translanguaging in Science Lessons: Exploring the Language of Science in L2 Low Achievers in a Public School Setting in Colombia (Edgar Garzón-Díaz).- Chapter 6: The Role of the Essential Question in Eliciting Critical Thinking in CLIL Classes at a Japanese University (Hiroko Aikawa, Emi Fukasawa and Chantal Hemmi).- Chapter 7: Developing Intercultural Competence: A Comparison of CLIL and Language Majors Before and After Industrial Placements (Wenhsien Yang).- Section II: CLIL Professional Development and Awareness.- Chapter 8: The Role of CLIL in Learning About TESOL: Reflections from an Australian Master of TESOL Course (Marianne Turner).- Chapter 9: CLIL-ising EMI: An Analysis of Student and Teacher Training Needs in Monolingual Contexts (María Luisa Pérez Cañado).- Chapter 10: Top-down and Bottom-up CLIL Teacher Development: Lessons Learned from Austrian in-service CLIL Teacher CPD (Andreas Bärnthaler and Keith Kelly).- Chapter 11: Developing the C in Content and Language Integrated Learning: Teacher Preparation that Builds Learners’ Content Knowledge and Academic Language Through Teacher Collaboration and Integrated Pedagogical Training (Margo DelliCarpini).- Chapter 12: Language-driven CLIL in Primary Education: An Analysis of General English Coursebooks in Argentina (Darío Luis Banegas and Gabriela Tavella).- Chapter 13: Sistemas Educacionais (SE) and CLIL Developments in Brazil: From Promises toProspects (Julia Landau, Raul Albuquerque Paraná and Sávio Siqueira).- Chapter 14: CLIL: Present and Future (Darío Luis Banegas and Chantal Hemmi).

Chantal Hemmi is an Associate Professor at Sophia University, Japan. Darío Luis Banegas is a Lecturer at the University of Strathclyde and an Associate Fellow at the University of Warwick, UK.

“This edited volume is thus a welcome addition to the field, and would serve as a brilliant resource for all stakeholders looking for enhancing their pedagogical or practical CLIL models and/or practices.” (Mahboubeh Rakhshandehroo, RELC Journal, October 7, 2021)“This volume takes a global stance by a careful selection of contributions from well-established international researchers on CLIL teaching and learning practices … . The suggested readings and engaging priorities will leave readers with insightful resources to probe on. We find this volume a highly recommended reading, and it will appeal to those interested in understanding empirical and theoretical forefronts in CLIL and will shed light on English language teaching, teacher professional development as well as bilingual or multilingual education.” (Xiaolan He and Zhiwu Zhang, Frontiers in Psychology, frontiersin.org, August 17, 2021)

• Chapter 1: CLIL: An Overview (Chantal Hemmi and Darío Luis Banegas).- Section I: CLIL Practices.- Chapter 2: Authenticity and Motivation in CLIL: Creating a Meaningful Purpose by Experiencing the Language in Use (Richard Pinner).- Chapter 3: Assessing Students’ Learning of History Content in Spanish CLIL Programmes: A Content and Language Integrated Perspective (Elena del Pozo and Ana Llinares).- Chapter 4: Current Practice and Challenged of Assessment in CLIL in a Japanese University Context (Takanori Sato, Katsuya Yokomoto and Graham Mackenzie).- Chapter 5: Translanguaging in Science Lessons: Exploring the Language of Science in L2 Low Achievers in a Public School Setting in Colombia (Edgar Garzón-Díaz).- Chapter 6: The Role of the Essential Question in Eliciting Critical Thinking in CLIL Classes at a Japanese University (Hiroko Aikawa, Emi Fukasawa and Chantal Hemmi).- Chapter 7: Developing Intercultural Competence: A Comparison of CLIL and Language Majors Before and After Industrial Placements (Wenhsien Yang).- Section II: CLIL Professional Development and Awareness.- Chapter 8: The Role of CLIL in Learning About TESOL: Reflections from an Australian Master of TESOL Course (Marianne Turner).- Chapter 9: CLIL-ising EMI: An Analysis of Student and Teacher Training Needs in Monolingual Contexts (María Luisa Pérez Cañado).- Chapter 10: Top-down and Bottom-up CLIL Teacher Development: Lessons Learned from Austrian in-service CLIL Teacher CPD (Andreas Bärnthaler and Keith Kelly).- Chapter 11: Developing the C in Content and Language Integrated Learning: Teacher Preparation that Builds Learners’ Content Knowledge and Academic Language Through Teacher Collaboration and Integrated Pedagogical Training (Margo DelliCarpini).- Chapter 12: Language-driven CLIL in Primary Education: An Analysis of General English Coursebooks in Argentina (Darío Luis Banegas and Gabriela Tavella).- Chapter 13: Sistemas Educacionais (SE) and CLIL Developments in Brazil: From Promises toProspects (Julia Landau, Raul Albuquerque Paraná and Sávio Siqueira).- Chapter 14: CLIL: Present and Future (Darío Luis Banegas and Chantal Hemmi).