1. Introduction; 1. Content and Language Integrated Learning (CLIL): Type of programme or pedagogical model? (by Morton, Tom); 2. Part I. Second Language Acquisition (SLA) perspectives; 3. Introduction to part I: SLA perspectives on learning and teaching language through content (by Lyster, Roy); 4. CLIL and SLA: Insights from an interactionist perspective (by Garcia Mayo, Maria del Pilar); 5. Motivation, second language learning and CLIL (by Sylven, Liss Kerstin); 6. Investigating pragmatics in CLIL through students' requests (by Sobhy, Nashwa Nashaat); 7. Part II. Systemic Functional Linguistics (SFL) perspectives; 8. Introduction to part II: Systemic Functional Linguistics: A theory for integrating content-language learning (CLL) (by Coffin, Caroline); 9. Genre and appraisal in CLIL history texts: Developing the voice of the historian (by McCabe, Anne); 10. Speech function analysis to explore CLIL students' spoken language for knowledge construction (by Llinares, Ana); 11. Multi-semiotic resources providing maximal input in teaching science through English (by Forey, Gail); 12. Part III. Discourse analysis perspectives; 13. Introduction to part III: Discourse Analysis and CLIL (by Dalton-Puffer, Christiane); 14. Classroom interactional competence in content and language integrated learning (by Escobar Urmeneta, Cristina); 15. Multimodal conversation analysis and CLIL classroom practices (by Evnitskaya, Natalia); 16. Assessment for learning in CLIL classroom discourse: The case of metacognitive questions (by Pascual, Irene); 17. Part IV. Sociolinguistic perspectives; 18. Introduction to part IV: The target language, the sociolinguistic and the educational context in CLIL programs (by Cenoz, Jasone); 19. "I always speak English in my classes": Reflections on the use of the L1/L2 in English-medium instruction (by Lasagabaster, David); 19. CLIL teachers' professionalization: Between explicit knowledge and professional identity (by Bonnet, Andreas); 20. A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings (by Dafouz, Emma); 21. Afterword; 22. Emerging themes, future research directions (by Nikula, Tarja)