Foreign language teachers and researchers who specialize in content and language integrated learning (CLIL) sometimes lack a specific operational pedagogy capable of integrating both language instruction and content education. The book under review introduces a literacy approach that may assist these people in participating in this education.A synopsis of the literacy approach can assist readers of this review in efficiently gaining a comprehensive understanding of the approach. Generally, the literacy approach is divided into two phases, which are respectively dedicated to developing two broad categories of skills: reception and production. The reception phase comprises three steps viz. understanding and enjoying, observing, and analyzing; the production phase comprises two steps viz. guided production and free production. To implement a literacy approach for teaching, the teachers will need to follow a backward design rationale (Wiggins & McTighe, 2005) and considers first the expected students’ output for a social task, then evidence to prove that they have met that expectation, and finally activities and contents to scaffold their learning. A detailed explanation of how the approach works is provided below: 1) During the understanding and enjoying, instructors use pre-tasks to identify students’ potential barriers to understanding a text as well as to engage the students in the text; 2) During the observation, the students are asked to examine a text from both a textual and linguistic standpoint and to discuss how the text draws them into it; 3) During the analysis, instructors assist students in discovering the language qualities that distinguish the text as a skilled communication product; 4) During the guided production, the instructors guide the students in producing a text that is on par with the text they first enjoyed; 5) During the independent production, instructors continue to support students by guiding them to create drafts, edit drafts, and share drafts with peers, as well as guiding them to evaluate each other’s work and training them to be critical readers.