The experts highlighted three key factors that make it difficult to implement CLIL in languages other than English:
- there are not enough teachers trained to use this approach / that CLIL is not part of teacher education;
- teaching traditions make it difficult to use this approach because they do not envisage a bridge between languages and other subjects;
- 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."