The specific aims of this survey were:

• to collect information about the challenges concerning Content and Language Integrated Learning in languages other than English in ECML member states, and
• to launch a collaboration with representatives from ECML member states, who could help provide practice examples from different contexts and could be invited to the project network meeting in 2021 or the workshop in 2022.

The survey was sent to experts from ECML member states who were nominated by their national authorities.

The survey was developed by the project team in collaboration with the associate partners and was based on the following Eurydice publications:

• Eurydice (Education, Audiovisual and Culture Executive Agency) (2006), "Content and Language Integrated Learning (CLIL) at school in Europe", available at https://op.europa.eu/en/publication-detail/-/publication/756ebdaa-f694-44e4-8409-21eef02c9b9b
• Eurydice (Education, Audiovisual and Culture Executive Agency) (2017), "Key data on teaching languages at school in Europe", available at https://op.europa.eu/en/publication-detail/-/publication/73ac5ebd-473e-11e7-aea8-01aa75ed71a1/language-en/format-PDF

The experts highlighted three key factors that make it difficult to implement CLIL in languages other than English: 

1. there are not enough teachers trained to use this approach / that CLIL is not part of teacher education;
2. teaching traditions make it difficult to use this approach because they do not envisage a bridge between languages and other subjects; 
3. there is a lack of teaching materials and basic information on how to implement this approach.

In spite of these problems the experts point to a wide range of focus areas that could help to create better transitions between levels of education when working with CLIL-LOTE. 

Some suggestions they have made are:

• a bridge-building process could be supported through a collaboration between teachers, institutions, and students at different levels of education; 
• measures should be taken to provide concrete guidelines in the curricula; 
• the topic should be addressed in teachers' pre-service and in-service-education; 
• this approach could build on the Common European Framework of Reference for Languages (CEFR); 
• greater use could be made of portfolios and 
• there should be a stronger focus on the transition from education to the labor market.

In the comments section, the experts elaborated on these answers and expressed the view that there is a lack of basic knowledge among teachers in this field. In addition, several experts pointed out that it is difficult to build a bridge between something that hardly exists: "There are so few examples of CLIL LOTE that meaningful transitions are difficult to establish."