 A big hello to everybody out there. This is Doe Coil here and I'm speaking to you from the University of Edinburgh in Scotland. Here I'm a professor of language education and classroom pedagogies and before that I was in the University of Aberdeen in Scotland and then in Nottingham. Prior to that, however, I was a language teacher who wanted always to find ways of making my language lessons more motivating for my pupils. My languages were French and Russian but that really drove me to wanting to explore content and language integrated learning because I felt that there had to be more than the grammar that I was dealing in and the really low level kind of content that was going on in my language lessons like talking about families and gardens and pets and activities. So that's my driver for Clil. Content and language integrated learning has so many potential benefits is because what it's looking at is what happens when other languages are used to learn new knowledge and whilst that's challenging and to be honest the fact that people are using Clil doesn't necessarily mean that there will be deeper learning and that it will be successful unless there are certain key principles that are followed but generally speaking it's a leveler. What do I mean by that? The teacher who is teaching their content or their subject through another language has to make it accessible to all learners and therefore the way that it is taught tends to be more accessible, there's more use of digital tools and visual literacies are really really important. So what that means is that some of the learners who may not be linguistically very able or who might be struggling with the content, the geography, the history, the science actually have a different experience in terms of accessing the curriculum. It also means that when you're using other languages it's very motivating and a sense of a sense of real challenge but yet achievement when young people are learning new knowledge through the medium of another language whereas traditionally it's tended to be we always talked about what we already knew this is around actually bringing together the learning of new knowledge and knowledges and skills alongside linguistic progression and that is very very exciting. It also is where rethinking some of the things that we've done traditionally because Clil teaching isn't exactly the same as good subject teaching or good language teaching you have to bring the two together and find out and share with colleagues the ways of making that learning accessible the ways of making meaning making accessible and so therefore it looks very much at learner strategies different kinds of literacies and there are all kinds of opportunities that this will present in terms of looking at the subject from a slightly different perspective so in other words from a more intercultural perspective there might have been if that subject had been taught through the medium of the first language.