ABSTRACT
Content-subject teachers and language teachers should integrate their learning approaches in order to obtain higher learning outcomes from students. However, at present, content and language integrated learning (CLIL) is taught in Spain by content teachers that are trained in language competences and skills. Language teachers are not involved in the design of material, teaching of the courses or curriculum design. In this chapter, I discuss one of the implications of the implementation of CLIL in Spanish higher education: the roles that language teachers and content teachers play. I describe the strengths, weaknesses, opportunities and threats that the implementation of CLIL implies.
