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T H R O U G H A F O R E I G N L A N G U A G E
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a) teachers qualified in both the content subject and the foreign language
b) classroom teachers using an additional language, to a greater or lesser
extent, as the medium of instruction 
c) foreign language teachers instructing learners on non-language subject
content
d) a content subject teacher and a foreign language teacher working as a team
e) exchange teachers supported by foreign ministries of education, educa-
tional authorities or European programmes.
Strongly recommended characteristics of CLIL teachers
CLIL teachers should have a good command of the foreign language that is
to be the means of instruction. Good knowledge of the first language of the
learners is however advantageous as teachers must fully appreciate the
learners’ language difficulties. CLIL teachers should be experts in the
content area and also have a deep understanding of the cognitive, socio-
cultural and psychological elements of foreign language learning. In
addition, it would be desirable for CLIL teachers to develop team-work
skills as initial co-operation between non-language subject teachers and
language specialists is crucial for the positive outcomes of the CLIL
programme. 
This involves careful co-ordination, diplomacy and the ability to work in
a reassuring partnership where the other teacher does not feel threatened
by the intrusion or presence of the CLIL teacher. The development of such
a working relationship will take time for it to be fruitful and may require
tact for mutual respect to develop. When such a relationship fails to
develop, the value of CLIL teaching, if not diminished, is certainly
tarnished. Conversely, a working partnership will greatly enrich student
learning.
CLIL teachers should also be willing to take part in classroom-based
research. Long-term involvement, dual qualifications or at least interest
and ability in both content and language integration coupled with the
ability to use interactive methodologies are of utmost importance.