Over the last two decades, Content and Language Integrated Learning (CLIL) has emerged as a growing interest in research in TESOL. As a teaching approach focusing on both language and content, the term CLIL was firstly adopted in 1994 in Europe and practiced in a range of contexts (Coyle, Hood, & Marsh, 2010). As a part of the growing body in CLIL literature, Angel Lin's Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts contributes to the recent development of language and content integration with concrete examples while explicitly addressing challenges experienced in CLIL and LAC (Language Across the Curriculum) in EAL. Due to its comprehensive account of how LAC and CLIL can be employed in EAL contexts with practical examples, this book is particularly useful for teachers and educators who are in search of concrete pedagogical approaches to incorporate CLIL and LAC in class. There are two key objectives for this book" it firstly establishes a solid theoretical foundation by critically and systematically reviewing a range of theories and literature regarding CLIL and LAC. The second half of the book intends to respond to everyday challenges and needs expressed by EAL teachers with pedagogical suggestions and examples to facilitate collaboration across language and content.