The reviewer Magdalena Kubanyiova is Lecturer in Educational Linguistics at the University of Birmingham where she teaches on the MA TEFL programme and supervises PhD researchers. She has worked with language learners and teachers in Slovakia, Thailand, and the United Kingdom. She is interested in second language motivation, classroom interaction, and language teacher development and her published work includes Teacher Development in Action (Palgrave) and Motivating Learners, Motivating Teachers (co-authored with Zoltán Dörnyei), which is forthcoming from Cambridge University Press. Email: m.kubanyiova@bham.ac.uk doi:10.1093/elt/ccs069 CLIL: Content and Language Integrated Learning D. Coyle, P. Hood, and D. Marsh Cambridge University Press 2010, 173 pp., £23.70 isbn 978 0 521 13021 9 CLIL—explained in the subtitle of the book— is the latest acronym to hit the acronym-rich EFL environment. With numerous collections of research papers and teachers’ handbooks dealing with it, and now a journal devoted to it (International CLIL Research Journal, www.icrj. eu), it is a major movement to be reckoned with; indeed the byline banner, ‘with CLIL Activities’, is increasingly found on recent EFL coursebooks. As the authors of this book say in the Preface, they do not view CLIL as ‘simply another step in language teaching or a new development in content-subject methodology’ (p. ix). Rather, CLIL is presented as ‘a fusion of subject didactics, leading to an innovation which emerged as education for modern times’ (p. ix), ‘a major rethink of how we teach what we teach’ (pp. ix–x): these are strong claims, which this volume then goes on to attempt to establish a case for. Chapter 1, ‘A window on CLIL’, is a general introduction to CLIL and its history, as well as an overview of the geographical spread of the use of CLIL and the use of English as a vehicular language. The chapter positions CLIL among other movements in language teaching such as multiple intelligences, language awareness, learner autonomy, and others, in a context in which ‘schools in very different contexts across the world had been finding their own ways to enrich learning, sometimes for many years’ (p. 3). CLIL is presented as a response to globalization and to the important role of languages in this process, and as an approach that stresses convergence of different elements in the learning process, overcoming the division between language learning and content learning. There is also an attempt to place CLIL within larger social trends: the knowledge economy and interdisciplinarity. Having said that, the impetus is clearly presented as achieving ‘more exposure to the language overall’ as well as ‘better linguistic and communicative competence, more relevant methodologies, and higher levels of authenticity to increase learner motivation’ (p. 5). The chapter then discusses the different forces driving CLIL, which are divided into reactive and proactive reasons. Reactive reasons are cited in Reviews 137 Downloaded from https://academic.oup.com/eltj/article/67/1/137/438609 by KIM Hohenheim user on 22 April 2022