Although European policies consider multilingualism a must, this volume reminds us that what has really become a must in Europe—and worldwide—is learning English. European countries have accordingly begun to find ways to promote learning English among their citizens, and content- and language-integrated learning (CLIL) programs have fast become the most popular model in school contexts. In Spain, these programs have been implemented widely, at all educational levels, and with such celerity that in just a decade Spain has become a leader in CLIL practice and research.

Within this context, this book functions as a thorough compendium, gathering the outcomes of the main CLIL programs, and also explores teacher educational models in the different regions of Spain. Some of these models correspond to consolidated programs whose outcomes have been quite profusely disseminated, but the volume also includes other models that are not so well known to readers. Perhaps the book’s greatest asset is its critical exploration of teacher-training programs—an area that has been rather neglected, despite being central to understanding the results obtained through CLIL.

After a decade of working with CLIL, Lasagabaster and Ruiz de Zarobe claim that, compared to immersion programs, CLIL studies are still in their infancy. In my view, however, this book, among other recent publications on the topic, is concluding a stage precisely by telling us that it is time to move beyond the initial mere implementation of CLIL programs and their corresponding teacher-training models. This early stage has occurred to a certain degree regardless of how, where, and with whom. The next step is to progress to a more qualitative and reflective implementation of CLIL models.