ABSTRACT
This chapter describes how three forms of integration are combined to realize effective education through an additional language. This involves teaching and learning through interdisciplinary learning, phenomenon-based learning, and Content and Language Integrated Learning (CLIL). These are combined to form a trilateral process model. A process description is provided concerning transformative educational practices in high schools (15–18 years) and at the university level (under- and postgraduate) in a Mexican public sector university. This description includes input in terms of teacher professional development and output in relation to the realization of these processes. The authors consider that the model applied and the approach to the development of teaching could be replicated in other environments in both pre-service (initial) and in-service teacher training and professional development.
