International Perspectives on CLIL. Hemmi, C., & Banegas, D. L. (Ed.) (2021). Palgrave, Cham, 300 pages, ISBN: 978-3-030-70094-2.

The content and language integrated learning (CLIL) is acknowledged as a dual-focused educational approach practice for better access in both languages learning. In the last two decades, CLIL has been increasingly under close scrutiny, especially Europe Latin America (Pérez-Cañado, 2018; Banegas, Poole, & Corrales, 2020). However, it expanded globally takes up notable position field of ELT. Here comes publication this edited collection, signal an increased need interests across world.
 This book consists four parts fourteen chapters. Besides first part serves introductory overview CLIL’s theoretical development conclusional prospect conduction CLIL--both which are presented by editors review--this volume encompasses twelve papers falling headings: professional development.
 addresses variety cultural backgrounds contexts where implementations conducted. discusses assessment issue Spanish history course translanguaging science class Colombia, attesting to authenticity (chapter 2) engaging effect CLIL. Shifting less explored Japan Taiwan, there 3 chapters that investigate possibilities implementing Asian EFL contexts. Chapter 4 investigates students’ perception being assessed programme Japanese University, chapter 6 concentrates on interaction between teacher students ficilitates classroom Japan. Chaper 7 surveys at polytechnic university Taiwan with CQS (Cultural Quotient Scale) finds effectively promotes learners’ cross-cultural understanding CQ competence. empirically reveals malleability accessibility various settings.
 explores what ways can be sustained levels types education provision. 8 reflects models Australian TESOL course, 12 offers evidence also utilized coursebook very young learners tandem second context schooling. mentions teachers’ needs training provide instructions strategies their pre- in-service phases 9, 10, 11). 13 shows significance awareness possible hegemonic ideologies class. It crucial people realize instead regarded elitist education/language (Van Mensel, Hiligsmann, Mettewie, Galand, 2020), “CLIL become platform through multilingual embraced option anyone regardless personal circumstances” (Hemmi 2021:306).
 Taken whole, anthology helps teachers establish comprehensive initiatives contributes concrete pedagogical implications teaching researchers, well policy makers, postgraduates, educators all over world.