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CLIL has become synonymous with teaching English to non-specialist students in professional and academic (ex. universities) contexts. However, it should not be seen as a unique approach that could be applied to any situation. The present reflection aims to emphasise the importance of social and educational contexts in the shaping of CLIL as a tool for both research and teaching, as a research question. It proposes a plan for research that needs to be collaborative and comparative in its objectives and methodology (action research), which will be followed by the presentation of the expected outcomes.

Preliminary Reflection on Content and Language Integrated Learning as a Tool for Teaching English in a Globalised World