This learning method should start developing on the first stages of children's education, in early childhood education because is when they have the greatest neuronal plasticity and it will be easier for them to learn a foreign language in a contextualized way. Furthermore, it is interesting to continue with this practice in subsequent years, reaching after secondary education.

Finally, CLIL must address the difficulties and needs that students may present both in language and content.

Laia Bagés and Paula Romero

The key to this method is starting in students’ early years of school, because the sooner they start this program, the better they will get at it since it’s long-term learning. 

All in all, we believe that teachers should be able to teach either using the L1 or the L2. That way, students will have more chances to be in contact with L2, which will make their learning richer and increase the opportunities to become bilingual.

Laura Garrit and Mar Mallorquí

It is a way to combine curricular learning with the learning of a foreign language simultaneously. It brings benefits to students as they develop skills to learn the subject in a language that is not their mother tongue. 

Therefore, they need to understand and learn concepts presented to them in another language, thus improving their language proficiency.

Finally, this methodology is implemented in primary and compulsory secondary education.

Anna Boneu i Laura Hernández

While using CLIL, you are focusing not only on the content of the subject, but also in developing the second language, a fact that could be useful for international students, that will be more integrated in classes due to teacher's explanations in an international language.

From our point of view, CLIL is usually used in subjects of science and we believe that the results would be better if we could implement this methodology in all subjects except the L1's. This means students will improve their L2 in an interdisciplinary way.

Maria Durán and Helena Sánchez.

The objective of CLIL is to develop both academic content and language skills of students simultaneously. It is important to start with this method as earlier as possible, because students retain information more easily in early ages, so it is the perfect moment for them to learn new languages. 

Finally, we think that schools should consider CLIL as an opportunity to become bilingual, because if teachers implement this methodology effectively, students can reach meaningful learning.

Laura Arjona, María Bocanegra and Laura Gascó.

The main objective of CLIL is to improve students’ cognitive skills. Consequently, children have more resources for developing the competences and being an active member of the society. 

While the main characteristics of CLIL are to support language awareness in content classes and to support content awareness in language classes, the key of it is to use the language as a vehicle. 

The CLIL methodology can be put into practise through diverse perspectives. For example, to use the foreign language in a different subject from its own subject or as the main language for a cross curricular project.

(Mercè Balañà and Nines Garzón)

The main objective of CLIL is to develop intercultural understanding and social and thinking skills. Therefore, we are learning both the content of English language and the subject we are dealing with. 

For the successful implementation of CLIL, it is necessary for L2 specialists and subject specialists to work together, when designing materials and designing the work in the classroom. 

From of our point of view, we believe that CLIL is a good form to learn content in a transversal way, although there must be good teamwork between the teachers.

(Àngels Caballé i Ragini Escoda)

There's no single model of CLIL, however all models share the idea of treating content and language in a dual manner, promoting learning through construction rather than instruction. 

Moreover, students in CLIL classrooms are compared to traditional setups, they're dealing with more intricate language structures and handling significant amounts of information, which greatly enhances their capacity to grasp and process content.

(Marta Álvarez i Anna Vallverdú)

CLIL uses an additional or foreign language in order to teach new curricular contents and that language. In this approach, students should participate actively to practise speaking and acquire new knowledge.

The role of teachers consists of giving appropriate support while students are working. Moreover, this assistance involves scaffolding the process in order to break down the learning and trying to adapt it to students’ different levels. In addition, they should promote the development of the L1 language. 

Foix Montané i Marc Vernet

Furthermore, while building new knowledge, they are improving their language skills in a natural and integrated way. This method benefits students since they learn different languages in different contexts. This provides them with more social or employment opportunities in a globalized world. Also, using practical academic activities helps students acquire skills they can develop in the real world.

Estela Peiró and Sana Qassemi

This teaching approach provides a more natural, less forced learning experience of a foreign language, as it is being learned through use (communication). Furthermore, CLIL promotes social and thinking skills.

In addition, CLIL promotes interculturality since children can communicate with people of different languages through L2 properly, so it is not only about learning content and languages but also about promoting inclusion.

To sum up, CLIL is an excellent opportunity for teachers and students to become bilingual and increase their time using a foreign language.

Cristina Creus and Núria Ferré

CLIL promotes the ability of thinking critically, encourages creativity and motivation and promotes cooperation. It also contributes to the development of children's linguistic competence through challenges and problem-solving tasks, as it promotes the student's autonomy. 

CLIL sessions at school are characterised by the use of a foreign language in real-life situations, which enables meaningful learning.

Gemma Domingo, Carlota Gonga and Regina Salvadó.

It’s a cognitive challenge that include language immersion. Students learn content and languages in real situations, so the learning process is active, autonomous, practical… with different tasks and process, there aren’t many theoretical concepts in fact.

A remarkable benefit of this language immersion is the multiculturalism and the cooperative skills that students can develop by learning by CLIL.

(Marina Gomis, Miren Luís and Andrea Reverté)

So, students learn both subjects simultaneously; it's like learning two things at once: the subject you are studying and how to communicate with L2.

This way of learning helps students to understand and learn L2 while learning other subjects.

Noemí Casanovas and Mariona Miró