EAL (English as an Additional Language) is largely a form of language support for subject learning, and EAL teachers are specialists in providing learners with the means of meeting the language demands of the subject curriculum.

This orientation of language teachers to the subject curriculum is at the heart of the way English language support for minority language users in the UK curriculum,

The second way in which language teachers can influence good practice in CLIL projects is by helping their subject colleagues. 

They can, for instance, advise subject teachers on their own language use, on the language demands of their subjects

The CLIL setting is distinct because it encourages children to engage in foreign language interaction in situations where learner language skills are not under constant evaluation in the same way as in language lessons

CLIL - Content and Language Integrated Learning - is a "Dual focus" methodology, fostering the development of language competences and thedelivery of subject content at the same time.

It referes to the learning of a curricular subject in a foreign language, with greatadvantages in terms of students' learning outcomes and cognitive processes.

CLIL is spreading more and more, as an integrated part of school curricula inmany countries.

In order to implement this innovative approach, the role of teacher training isessential.
It is important to share good practices from the different countries and learnfrom other colleagues through synchronous and asynchronous web meetings.

 How can we as teachers account for the quality of the learning experience? 
Whatever kind of model, it isfundamental to CLIL that the content of the topic, project, theme, syllabusleads the way.
The 4Cs framework for: Content Communication Cognition Culture seeks toassure quality in terms of guidance ~ ~ ~ ~ progression in knowledge, skillsinteraction, language using to learn engagement: thinking & understanding selfand other awareness/citizenship However it is content which determines thelearning route.
If the content requires use of the past tense and learners have not studied this, then CLIL lessons will enable learners to access the language needed in the defined context in different ways.
Stage 1: Stage 2: Stage 3: Analyse content for the language of learning Add to content language for learning Apply to content language through learning 3.1ANALYSE The content focus for a period of teaching- eg a lesson or a shortseries of lessons, needs to be defined.