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This study explores how the relationship between content and foreign language learning/teaching has evolved over the last few decades, particularly examining how the key concepts of content, language and language learning merge into CLIL. It then presents an analysis of a pedagogical experience: the case of Business English at the School of Economics, Universidad Nacional del Litora, Argentina, and offers some provisional conclusions which  can be de-contextualised, generalised and re-contextualised.

CLIL at the university level: relating language teaching with and through content teaching