Besides, in the analysis carried out by G. Serragiotto in his paper “The problems of implementing the CLIL in Italy” I appreciated the discussion about cooperation among teachers, that I consider one the most challenging task in CLIL methodology. Indeed, I reckon that the most difficult step to make a proper CLIL work is to overcome the strict dichotomy between the subject-matter teacher, more focused on the content, and the the language teacher, meant as a key reference for the language. Interestingly, Serragiotto suggests that a subject teacher could benefit from the support and expertise of a language teacher, when planning and choosing materials. In fact, while the subject teacher decides the content objectives, the language teacher determines which language abilities to work on, according to the linguistic level of the class; hopefully the class should be linguistically attuned in such a way as to keep attention focused on the content of the lesson, rather than shifting over to the language. In the active phase of my teaching practice with CLIL methodology I will try to implement this fruitful cooperation with the language teacher.