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Considering the new European educational context deriving from the Bologna Process, the urgency of improving university students’ Foreign Languages (FL) competences and the unsatisfactory results of present-day methodological approaches to FL teaching and learning, it seems that the ground is, as Morgado and Coelho (2012) state, ripe for new perspectives in this area. CLIL appears as one of these approaches – more content oriented, more able to meaningfully integrate language and content and to lead to the desired FL proficiency and pluricultural learning outcomes. It is also based on a new paradigm: that of the language user, rather than the language learner (Moore and Dooly 2010). In the context of higher education in Portugal, HEIs are still in the process of beginning the implementation of a CLIL approach. There is almost no experience with CLIL and little or no research has been developed to support its introduction, spread and use. The reason for this also lies in CLIL being an area that has only recently been more thoroughly explored for appropriate use at higher levels of education. To change this situation, ReCLes.pt (Network of Language Centers in Higher Education in Portugal) members are striving to make up for the paucity of research in this area. For this purpose ReCLes created a national program for training content teachers in Portuguese higher education to best learn and apply essential concepts of English-mediated instruction, integrating classroom management, scaffolding, learner autonomy, Web 2.0 tools and terminology-based learning activities.

TerminoCLIL: A Terminology-based Approach to CLIL