During the teacher capacity building workshops, teachers were introduced a broad overview of language and language variation to think of the nature and role of language in education. The Sydney School genre-based pedagogy---the Teaching-Learning Cycle (Rothery, 1994) was presented and elaborated on with concrete classroom examples which convey the guiding principle that teachers should prepare students for the academic reading and writing tasks before asking them to do the tasks on their own. (Workshop 1 and 3). The learning diversity and teaching difficulty in EMI education for South Asian students were analysed and the Reading to Learn (R 2 L) Curriculum Cycle (Rose, 2012) and the "Genre-egg" Model (Lin, 2010) were introduced as a pedagogical approach and a metalanguage to guide teachers to implement CLIL/LAC activities and develop culturally responsive curriculum resources to facilitate (South Asian) students' development of both academic content knowledge and academic English literacy (Workshop 2). Given the importance of writing feedback in enhancing students' academic literacy skills,  different types of writing feedback and the steps to provide effective feedback to students' writing were also discussed to help teachers to foster more language-aware, independent and self-regulated writers in the teaching and learning of different subjects (Workshop 1). During the open experience sharing workshop, the core participating teacher in the HKU-QEF Project shared his CLIL classroom practices (e.g. how he applied the CLIL pedagogy in his Physics and Math lessons) and the teaching effects as reflected in the students' use of the CLIL strategies to solve the science problems in their quiz.  The teacher's experience sharing triggered further discussions about some practical issues such as "whether CLIL activities are feasible under a very tight teaching schedule in secondary schools?" and "whether CLIL pedagogy should be tried out in subjects (e.g. Physics and Math) which do not require many essay answers in high-stake exams such as HKDSE?" Inspired by the teacher participant's effective teaching experience, the other teachers (e.g., Biology teacher and English teacher) also shared their ideas about the possibility of applying the CLIL strategies in their own subject teaching (Open Experience Sharing Workshop).