As more schools around the world turn to CLIL (Content and Language Integrated Learning), one thing becomes clear: it takes a special kind of teacher to make it work. CLIL isn’t just about teaching a subject in English (or any other foreign language). It’s about guiding students through content and language at the same time—a balancing act that calls for unique skills and lots of support.
A good CLIL teacher wears two hats at once. Take a science teacher, for example. They don’t just explain photosynthesis or chemical reactions. They also pay attention to the words and phrases students need to talk about these ideas. That means planning lessons that include clear instructions, key vocabulary, and simple ways to tackle complex language. On the flip side, a language teacher working with CLIL doesn’t just teach grammar in isolation. They tie it directly to real topics—like historical events, or math problems—so the language feels practical, not just theoretical.
This kind of flexible teaching doesn’t come naturally for everyone. Teachers need training to feel comfortable moving back and forth between subject content and language. They need practice simplifying ideas without “dumbing them down,” and knowing how to keep lessons challenging enough to stay interesting.
Another big part of CLIL is finding the right tools to support language learning. This might mean using visuals, sentence starters, word walls, or group activities that help students feel confident using new terms. It’s not about making lessons easy—it’s about making them accessible. And that balance takes know-how.
Teamwork also matters a lot. In many schools, CLIL works best when language teachers and subject teachers plan together—or even teach side by side. This way, students get the best of both worlds: accurate subject knowledge and strong language support. But co-teaching doesn’t just happen on its own. Teachers need to learn how to plan together, share ideas, and observe each other’s lessons to grow as a team.
Assessment in a CLIL class is another special skill. Teachers can’t just test what students know about science, or how well they write in English—they have to check both. That’s why CLIL training should show teachers how to create projects and tasks that test content knowledge and language skills at the same time. Using rubrics, giving clear feedback, and keeping the focus on growth helps students see how they’re improving on both fronts.
Technology is a huge help too—when used wisely. Interactive boards, apps, and bilingual resources can make lessons more engaging and give students extra ways to practice. But it’s not about using tech for its own sake. CLIL teachers need to know which tools really help students understand big ideas and build language skills.
And finally, CLIL isn’t just about words on a page. It’s about preparing students to think globally and respect other cultures. A good CLIL teacher knows how to bring diverse perspectives into the classroom, encourage open discussion, and make every student feel included—no matter their background.
All of this means that CLIL teachers need training that goes beyond a few workshops. They need real practice, ongoing feedback, and the chance to learn from each other. Some universities now offer CLIL certificates or special courses, which is a step in the right direction. But in many places, especially where CLIL is new, opportunities for proper training are still limited.
In the end, CLIL teachers are not just “subject teachers who speak English” or “language teachers who add topics.” They’re specialists in teaching students how to learn and express ideas in more than one language at the same time. With the right support and training, they can open doors for students to become confident, curious, and ready for a multilingual world.
References
- Marsh, D. (2002). CLIL/EMILE – The European Dimension: Actions, Trends and Foresight Potential. European Commission.
- Mehisto, P., Marsh, D., & Frigols, M. J. (2008). Uncovering CLIL. Macmillan Education.
- Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press.
- Bentley, K. (2010). The TKT Course CLIL Module. Cambridge University Press.
- Ball, P., Kelly, K., & Clegg, J. (2015). Putting CLIL into Practice. Oxford University Press.