Abstract: We report on a small-scale study carried out in the University of Cantabria, Spain, which investigated teaching strategies and methodology for CLIL at the tertiary level. The study was carried out in two stages: in the first one we designed a questionnaire for primary and secondary school teachers, and interviewed 10 CLIL teachers. The focus was on teaching strategies and methodology, with the explicit aim of collecting advice applicable to the tertiary level. In the second stage we have tested these tips in a university context through a second questionnaire and round of interviews. We have interviewed 10 EMI university lecturers and asked them about methodological strategies, and specifically about the advice suggested by their colleagues. Our findings suggest that CLIL teachers from lower levels are well acquainted with CLIL methodology and that EMI practitioners at university find their advice very useful, although they show reluctance towards deeper methodological changes.

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