Language Value http://www.e-revistes.uji.es/languagevalue December 2013, Volume 5, Number 1 pp. 156-160 ISSN 1989-7103 Articles are copyrighted by their respective authors DOI: http://dx.doi.org/10.6035/LanguageV.2013.5.9 156 CLIL in Higher Education. Towards a Multilingual Language Policy Immaculada Fortanet-Gómez Multilingual Matters: Bristol, 2013. 285 pages. ISBN-13: 978-1-84769-935-0 Reviewed by Simone Smala s.smala@uq.edu.au The University of Queensland, Brisbane, Australia Immaculada Fortanet-Gómez's monograph CLIL in Higher Education. Towards a Multilingual Language Policy is an impressive contribution to the growing literature on CLIL. Setting her research in higher education, and specifically at the Universitat Jaume I in Castelló in the Valencian Community autonomous region in Spain, the author opens a discourse on the role of second, additional and foreign languages as the media of instruction for tertiary settings. In particular, she looks at the implementation of English and Valencian, a variety of Catalan, as media of instruction at the Universitat Jaume I. As a consequence, the book is an excellent resource and case study for academic researchers and university administrators seeking to understand the background of CLIL and multilingual education in tertiary settings. Part 1 of Fortanet-Gómez's book focuses on aspects of multilingualism and multilingual education as part of societal and individual practices, taking into account how cultural identities and language planning shape the social status and geographical use of languages. The author reviews the existing literature extensively, and provides an overview of worldwide examples. One interesting concept referred to during this first part of the book is the M-Factor. A relatively new term coined by Herdina and Jessner (2002) to capture the specific characteristics of multilinguals, it is revisited here at different points in the book to continue a conversation about what is special about multilingual individuals and their metalinguistic awareness. While much of the multilingualism debate explores the political, societal and individual relationships to different local languages, English stands out in the book as a priority language based on its lingua franca status worldwide. Interestingly, the author analyses how English was for a long time a sign of elite multilingualism in Spain, and only in recent decades has been adopted as the major non-local language learnt in schools.