-An account of the key professional literature relating to '' CLIL'' -The teaching/learning principles subscribe to in the practice of this particular approach; its advantages and disadvantages (linguistic, cognitive, pedagogical, affective, etc) -A full rationale including why you consider this approach relates to your own professional context and practice; how it differs from more traditional approaches to ELT; and any action plan that you may decide upon. -A brief summary Some references to use : - Content-Based Second Language Instruction ( Donna M. Brinton, Marguerite Ann Snow and Marjorie Wesche) - Common European Framework of Reference for Languages: Learning, Teaching, Assessment. - Insights from the Common European Framework( edited by Keith Morrow) - Bilingualism in Education ( Jim Cummins and Merrill Swain) - ESL Through Content-Area Instruction ( Mathematics, Science, Social Studies) - Learning Through Two Languages ( Fred Genesee) And feel free to use other references including websites. The context is: Syrian Arab Republic, the higher education The policy of the government is to preserve the Arabic language through using it as the means of teaching and learning in the higher education. This is seen as a part of preserving the national identity. The problems that the students face are ; inability to catch up with modern technology since they are lacking the English language skills. Also some students fail to go abroad and continue their higher studies for the same reason. So the most important question in the context is how we can make a compromise between adopting the CLIL methodology (using English language) and preserving the national Arabic language at the same time.