As argued above, thought-provoking videos can be used to trigger discussions about even controversial global issues in the classroom. In his article Queering CLIL: a Critical Sexual Literacy Curriculum for the Hong Kong Context, Ho (2020) presented his findings of an action research study conducted with 20 university students in a voluntary English class. For having a grasp of the students’ initial knowledge of and attitude to LGBTQ people, he asked them to fill in a questionnaire and write down their response to a music video showing a same-sex couple struggling to come to terms with the discrimination against them. The curriculum contained five lessons on the following themes: gender and sexual identities, intersex and transgender people, sexism, and feminism, heterosexism, and making a better world for all. In three of the sessions, he used videos to make the students think and reflect on what they had seen, including documentaries, music videos and TED talks, and the discussions after these videos encouraged students to use their lower-order and higher-order thinking skills as well. During these sessions, the students were “in active dialogic engagement with written texts, videos, the teacher, fellow classmates and guest speakers” alike as they were engaged in group discussions, sharing sessions and even role-plays. The students reported mixed feelings about the lessons, as not all of them were comfortable with addressing gender and sexuality issues in the classroom, nevertheless, they were satisfied with what they had learnt from the course (e.g., using gender-inclusive language).