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43 The Teacher  1-2 (187) 2022 CLIL              Whatever the theme or topic, when employing CBI teachers shouldconsider assessingnot only the language but also the content. Not doing so would send the signal to the students that the content does not matter, whereas in CBI – and in fact in other approaches to content in language education (like soft CLIL or CBLT) the content is the element through which students learn the language. As such, it needs a proper place within the lesson, including assessment. My language Post Scriptum You might be wondering what happened to my command of Russian. Well, after about 20 years of literary no contact with that language, I started taking part in projects in post-Soviet states – Azerbaijan, Uzbekistan, Kazakhstan. I found myself able to read signs in Cyrillic and understanding people talking but quite struggling with producing anything meaningful beyond some super simple utterances. On my recent visit to Kazakhstan, though, when conducting CLIL training to subject teachers, I realised I could use Russian to help my trainees understand some concepts as their command of English wasn’t high enough. So, from time to time I used Russian – their second language and my third language, to communicate how to teach subjects through English – their third language and my second (their first language being Kazakh). The most precious moments were those when I started a sentence in English and switched into Russian in the middle of it – or the other way round – without even realising it! So recently, when searching for some crocheting tutorials online, I googled both English and Russian websites. References: Ball, P., Kelly, K., Clegg, J. (2015) Putting CLIL into Practice, OUP. Bilash, O. (2011) Content Based Instruction, Best of Bilash: Improving Second Language Education, Retrieved May 2021 https:// Stoller, F.L. (2002) Content-Based Second Language Instruction: What is it? TESOL. Retrieved May 2021 CBI.html Originally published in Neurolanguage Collective Magazine, Sept. 2021 This is your magazine. We want to hear from you! IT WORKS IN PRACTICE Do you have ideas you’d like to share with teaching colleagues? Tips, techniques and activities; simple or sophisticated; well-tried or innovative; something that has worked well for you? All published contributions receive a prize! E-mail us: T a l k b a c k ! Do you have something to say about an article in the current issue of The Teacher? This is your magazine and we would really like to hear from you. E-mail us: Reviewing for The Teacher Would you like to review books or other teaching materials for The Teacher? We are always looking for people who are interested in writing reviews for us. Please e-mail us: for advice and a copy of our guidelines for reviewers. You will need to give your postal address and say what areas of teaching you are most interested in. Writing for The Teacher Would you like to write for The Teacher? We are always interested in new writers and fresh ideas. For guidelines and advice, e-mail us: Visit The Teacher website! The Teacher website is packed with practical tips, advice, resources, information and selected articles. You can submit tips or articles, renew your subscription or simply browse the features.